A best practice guideline for a healthy work environment for professional nurses working in the South African Military Health Service
- Authors: Mabona, Jean Fezeka Madi
- Date: 2018
- Subjects: Nurses -- Employment -- South Africa , Medicine, Military -- South Africa South Africa -- National Defence Force -- Medical care , Work environment -- National Defence Force -- Medical care
- Language: English
- Type: Thesis , Doctoral , DCur
- Identifier: http://hdl.handle.net/10948/30811 , vital:31146
- Description: Governments, internationally and nationally, are becoming aware of the importance of healthy work environments within their health departments, environments that are caring and supportive to health professionals. This awareness is brought about by the mounting evidence that healthy work environments are critical to recruiting and retaining health professionals. On the other hand, unhealthy work environments can contribute to medical errors, ineffective delivery of care, and conflict and stress among health professionals in the clinical setting and faculty shortage that can compromise academic excellence in the academic setting. The professional nurses working in the South African Military Health Service (SAMHS), a branch of the South African National Defence Force (SANDF) could experience the military environment as unhealthy because it is rigid and controlled. The hierarchical rank structure could deprive them of their autonomy as the decision-making powers are directly proportional to the rank. Stressful conditions could be experienced when these professional nurses are taken away from the well equipped hospital environment to the deployment areas away from home. There was, however, no evidence found on the work environment of professional nurses in the SAMHS during literature review. The aim of the study is therefore to explore and describe the experiences of professional nurses working in the SAMHS and their understanding of a healthy work environment and the scope and nature of a best practice guideline, then to integrate the evidence generated to the evidence emanating from the critical appraisal of the existing best practice guidelines from other health settings in order to develop a best practice guideline for a healthy work environment for nurses in the SAMHS. The study adopted a qualitative, exploratory, descriptive and contextual research design. The research study was made up of three phases. In Phase 1, semi-structured interviews were conducted with professional nurses to collect information on their experiences of working in the SAMHS and their understanding of evidence-based best practice guidelines. The interviews were transcribed by an independent transcriptionist and data analyzed using the eight steps of data analysis as suggested by Tesch. Themes were identified and grouped together to form new categories. The process of coding was supported by an independent coder. Lincoln and Guba’s model of Page | vii trustworthiness consisting of credibility, transferability, dependability and confirmability was used to ensure the validity of the study. An integrative literature review was conducted where the existing evidence-based best practice guidelines for healthy work environment for nurses were searched for, appraised, had data extracted and were synthesized in Phase 2. In Phase 3, evidence generated in Phase 1 and Phase 2 was triangulated, forming recommendations that were utilized to develop a best practice draft guideline for a healthy work environment for professional nurses working in the SAMHS. The draft guideline was sent to five expert reviewers for their comments and recommendations. These were considered in the development of the final guideline. The final guideline consists of several recommendations in four themes: the need for effective leadership to create an empowering environment; effective communication amongst members of the health team; a culture that supports team work, and; the need for an environment that promotes professional autonomy. Further recommendations were made to address factors that impact negatively on enhancement of a healthy work environment. The guideline is intended for use by SAMHS’ leadership, at Levels 2, the strategic level, Level 3, the formation level and Level 4, the unit level (hospitals, sickbays and clinics and nursing college) and all professional nurses working in all the military health institutions of the SAMHS, including the military clinics, sickbays and hospitals irrespective of positions. However, the guideline may also be adapted by nursing institutions outside the military such as public and private hospitals and clinics where they find it applicable. Results
- Full Text:
- Date Issued: 2018
- Authors: Mabona, Jean Fezeka Madi
- Date: 2018
- Subjects: Nurses -- Employment -- South Africa , Medicine, Military -- South Africa South Africa -- National Defence Force -- Medical care , Work environment -- National Defence Force -- Medical care
- Language: English
- Type: Thesis , Doctoral , DCur
- Identifier: http://hdl.handle.net/10948/30811 , vital:31146
- Description: Governments, internationally and nationally, are becoming aware of the importance of healthy work environments within their health departments, environments that are caring and supportive to health professionals. This awareness is brought about by the mounting evidence that healthy work environments are critical to recruiting and retaining health professionals. On the other hand, unhealthy work environments can contribute to medical errors, ineffective delivery of care, and conflict and stress among health professionals in the clinical setting and faculty shortage that can compromise academic excellence in the academic setting. The professional nurses working in the South African Military Health Service (SAMHS), a branch of the South African National Defence Force (SANDF) could experience the military environment as unhealthy because it is rigid and controlled. The hierarchical rank structure could deprive them of their autonomy as the decision-making powers are directly proportional to the rank. Stressful conditions could be experienced when these professional nurses are taken away from the well equipped hospital environment to the deployment areas away from home. There was, however, no evidence found on the work environment of professional nurses in the SAMHS during literature review. The aim of the study is therefore to explore and describe the experiences of professional nurses working in the SAMHS and their understanding of a healthy work environment and the scope and nature of a best practice guideline, then to integrate the evidence generated to the evidence emanating from the critical appraisal of the existing best practice guidelines from other health settings in order to develop a best practice guideline for a healthy work environment for nurses in the SAMHS. The study adopted a qualitative, exploratory, descriptive and contextual research design. The research study was made up of three phases. In Phase 1, semi-structured interviews were conducted with professional nurses to collect information on their experiences of working in the SAMHS and their understanding of evidence-based best practice guidelines. The interviews were transcribed by an independent transcriptionist and data analyzed using the eight steps of data analysis as suggested by Tesch. Themes were identified and grouped together to form new categories. The process of coding was supported by an independent coder. Lincoln and Guba’s model of Page | vii trustworthiness consisting of credibility, transferability, dependability and confirmability was used to ensure the validity of the study. An integrative literature review was conducted where the existing evidence-based best practice guidelines for healthy work environment for nurses were searched for, appraised, had data extracted and were synthesized in Phase 2. In Phase 3, evidence generated in Phase 1 and Phase 2 was triangulated, forming recommendations that were utilized to develop a best practice draft guideline for a healthy work environment for professional nurses working in the SAMHS. The draft guideline was sent to five expert reviewers for their comments and recommendations. These were considered in the development of the final guideline. The final guideline consists of several recommendations in four themes: the need for effective leadership to create an empowering environment; effective communication amongst members of the health team; a culture that supports team work, and; the need for an environment that promotes professional autonomy. Further recommendations were made to address factors that impact negatively on enhancement of a healthy work environment. The guideline is intended for use by SAMHS’ leadership, at Levels 2, the strategic level, Level 3, the formation level and Level 4, the unit level (hospitals, sickbays and clinics and nursing college) and all professional nurses working in all the military health institutions of the SAMHS, including the military clinics, sickbays and hospitals irrespective of positions. However, the guideline may also be adapted by nursing institutions outside the military such as public and private hospitals and clinics where they find it applicable. Results
- Full Text:
- Date Issued: 2018
A best practice guideline for clinical teaching at a public college of nursing
- Authors: Gcawu, Sybil Nyameka
- Date: 2018
- Subjects: Nursing -- Study and teaching , Clinical medicine Medicine -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DCur
- Identifier: http://hdl.handle.net/10948/30194 , vital:30860
- Description: Clinical teaching is a critical component of the education and training of undergraduate nursing students. It determines the level of clinical competence that nursing students achieve during their studies. It should be informed by current best practice evidence available in the nursing care literature (Emanuel, Day, Diegnan & Prys-Muller, 2011:21-22). Clinical teaching is centred around provision of patient care in clinical practice. It takes place through an interaction between the nurse educator and the nursing students. During this process nursing students are moulded so they can demonstrate minimum competency in order to be registered by the regulatory body. Nursing students learn to become competent nurses in the clinical learning environment (Baxter 2006; Nash, 2007 in Franklin, 2013:35). In South Africa nurse educators are required to be fully responsible for clinical teaching through the use of appropriate teaching approaches and learning facilitation techniques (RSA DoH, 2013:91). The overall purpose of the current research study was to explore and describe the current clinical teaching practices of nurse educators; to search, appraise, extract and synthesise literature related to clinical teaching in nursing; and to develop A Best Practice Guideline for Clinical Teaching at a Public College of Nursing in the Eastern Cape Province. This had to be realized in three phases. In Phase One a quantitative, exploratory, descriptive and contextual study was conducted. A structured questionnaire was used to collect data from the nurse educators involved in clinical teaching within the Diploma in Nursing (General, Community, Psychiatric) and Midwifery programme. The data analysed was used as the basis of Phase Two—namely, an integrative literature review of evidence pertaining to the clinical teaching practices of nurse educators doing clinical teaching within the undergraduate programmes. The evidence from Phases One and Two was used to develop a draft Best Practice Guideline. The draft guideline was reviewed by a group of expert reviewers and their suggestions were incorporated in the final guideline. Ethical considerations were maintained throughout the research study. The rigour of the research process was ensured by cognitive testing of the questionnaire, and by critical appraisal of the literature accessed from an integrative literature review. The v authenticity of critical appraisal was ensured by having the critical appraisal done by the researcher and an independent reviewer.
- Full Text:
- Date Issued: 2018
- Authors: Gcawu, Sybil Nyameka
- Date: 2018
- Subjects: Nursing -- Study and teaching , Clinical medicine Medicine -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DCur
- Identifier: http://hdl.handle.net/10948/30194 , vital:30860
- Description: Clinical teaching is a critical component of the education and training of undergraduate nursing students. It determines the level of clinical competence that nursing students achieve during their studies. It should be informed by current best practice evidence available in the nursing care literature (Emanuel, Day, Diegnan & Prys-Muller, 2011:21-22). Clinical teaching is centred around provision of patient care in clinical practice. It takes place through an interaction between the nurse educator and the nursing students. During this process nursing students are moulded so they can demonstrate minimum competency in order to be registered by the regulatory body. Nursing students learn to become competent nurses in the clinical learning environment (Baxter 2006; Nash, 2007 in Franklin, 2013:35). In South Africa nurse educators are required to be fully responsible for clinical teaching through the use of appropriate teaching approaches and learning facilitation techniques (RSA DoH, 2013:91). The overall purpose of the current research study was to explore and describe the current clinical teaching practices of nurse educators; to search, appraise, extract and synthesise literature related to clinical teaching in nursing; and to develop A Best Practice Guideline for Clinical Teaching at a Public College of Nursing in the Eastern Cape Province. This had to be realized in three phases. In Phase One a quantitative, exploratory, descriptive and contextual study was conducted. A structured questionnaire was used to collect data from the nurse educators involved in clinical teaching within the Diploma in Nursing (General, Community, Psychiatric) and Midwifery programme. The data analysed was used as the basis of Phase Two—namely, an integrative literature review of evidence pertaining to the clinical teaching practices of nurse educators doing clinical teaching within the undergraduate programmes. The evidence from Phases One and Two was used to develop a draft Best Practice Guideline. The draft guideline was reviewed by a group of expert reviewers and their suggestions were incorporated in the final guideline. Ethical considerations were maintained throughout the research study. The rigour of the research process was ensured by cognitive testing of the questionnaire, and by critical appraisal of the literature accessed from an integrative literature review. The v authenticity of critical appraisal was ensured by having the critical appraisal done by the researcher and an independent reviewer.
- Full Text:
- Date Issued: 2018
A characterization of landslide occurrence in the Kigezi Highlands of South Western Uganda
- Authors: Nseka, Denis
- Date: 2018
- Subjects: Landslides -- Uganda , Land degradation -- Uganda Earth movements
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/33791 , vital:33029
- Description: The frequency and magnitude of landslide occurrence in the Kigezi highlands of South Western Uganda has increased, but the key underpinnings of the occurrences are yet to be understood. The overall aim of this study was to characterize the parameters underpinning landslide occurrence in the Kigezi highlands. This information is important for predicting or identifying actual and potential landslide sites. This should inform policy, particularly in terms of developing early warning systems to landslide hazards in these highlands. The present study analysed the area’s topography, soil properties as well as land use and cover changes underpinning the spatialtemporal distribution of landslide occurrence in the region. The present study focussed on selected topographic parameters including slope gradient, profile curvature, Topographic Wetness Index (TWI), Stream Power Index (SPI), and Topographic Position Index (TPI). These factors were parameterized in the field and GIS environment using a 10 m Digital Elevation Model. Sixty five landslide features were surveyed and mapped. Soil properties were characterised in relation to slope position. Onsite soil property analysis was conducted within the landslide scars, auger holes and full profile representative sites. Furthermore, soil infiltration and strength tests, as well as clay mineralogy analyses were also conducted. An analysis of the spatial-temporal land use and cover changes was undertaken using satellite imagery spanning the period between 1985 and 2015. Landslides were noted to concentrate along topographic hollows in the landscape. The occurrence is dominant where slope gradient is between 25˚ and 35˚, profile curvature between 0.1 and 5, TWI between 8 and 18, SPI >10 and TPI between -1 and 1. Landslides are less pronounced on slope zones where slope gradient is <15˚ and >45˚, profile curvature <0, TWI <8 and >18, SPI <10 and TPI >1. Deep soil profiles ranging between 2.5 and 7 meters are a major characteristic of the study area. Soils are characterized by clay pans at a depth ranging between 0.75 and 3 meters within the profiles. The study area is dominated by clay texture, except for the uppermost surface horizons, which are loamy sand. All surface horizons analysed had the percentage of sand, silt and clay ranging from 33 to 55%, 22 to 40% and 10 to 30% respectively. In the deeper horizons, sand was observed to reduce drastically to less than 23%, while clay increased to greater than 50%. The clay content is very high in the deeper horizons exceeding 35%. By implication, such soils with a very high clay content and plasticity index are considered as Vertisols, with a profound influence in the occurrence of landslides. The top soil predominantly contains more quartz, while subsurface horizons have considerable amounts of illite/muscovite as the dominant clay minerals, ranging from 43% to 47 %. The liquid limit, plasticity index, computed weighted plasticity index (PIw), expansiveness (ɛex) and dispersion ranging from 50, 22, 17, 10 and 23 to 66, 44,34,54 and 64, respectively also have strong implications for landslide occurrence. Landslides are not normally experienced during or immediately after extreme rainfall events but occur later in the rainfall season. By implication, this time lag in landslide occurrence and rainfall distribution, is due to the initial infiltration through quartz dominated upper soil layers, before illite/muscovite clays in the lower soil horizons get saturated. Whereas forest cover reduced from 40 % in 1985 to 8% in 2015, cultivated land and settlements increased from 16% and 11% to 52% and 25% respectively during the same period. The distribution of cultivated land decreased in lower slope sections within gradient group < 15˚ by 59%. It however increased in upper sections within gradient cluster 25˚ to 35˚ by over 85% during the study period. There is a shift of cultivated land to the steeper sensitive upper slope elements associated with landslides in the study area. More than 50% of the landslides are occurring on cultivated land, 20% on settlements while less than 15 % and 10% are occurring on grassland and forests with degraded areas respectively. Landslides in Kigezi highlands are triggered by a complex interaction of multiple- factors, including dynamic triggers and ground condition variables. Topographic hollows are convergence zones within the landscape where all the parameters interact to cause landslides. Topographic hollows are therefore potential and actual landslide sites in the study area. Characterized by deep soil horizons with high clay content dominated by illite/muscovite minerals in the sub soils and profile concave forms with moderately steep slopes, topographic hollows are the most vulnerable slope elements to landslide occurrence. The spatial temporal patterns of landslide occurrence in the study area has changed due to increased cultivation of steep middle and upper slopes. Characterized by deep soil horizons with high clay content dominated by illite/muscovite minerals in the sub soils and profile concave forms with moderately steep slopes, topographic hollows are the most vulnerable slope elements to landslide occurrence. The spatial-temporal patterns of landslide occurrence in the study area has changed due to increased cultivation of steep middle and upper slopes. A close spatial and temporal correlation between land use/cover changes and landslide occurrence is discernible. The understanding of these topographical, pedological and land use/cover parameters and their influence on landslide occurrence is important in land management. It is now possible to identify and predict actual and potential landslide zones, and also demarcate safer zones for community activities. The information generated about the area’s topographic, pedological and land cover characteristics should help in vulnerability mitigation and enhance community resilience to landslide hazards in this fragile highland ecosystem. This can be done through designating zones for community activities while avoiding potential landslide zones. It is also recommended that, tree cover restoration be done in the highlands and the farmers encouraged to re-establish terrace farming while avoiding cultivation of sensitive steep middle and upper slope sections.
- Full Text:
- Date Issued: 2018
- Authors: Nseka, Denis
- Date: 2018
- Subjects: Landslides -- Uganda , Land degradation -- Uganda Earth movements
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/33791 , vital:33029
- Description: The frequency and magnitude of landslide occurrence in the Kigezi highlands of South Western Uganda has increased, but the key underpinnings of the occurrences are yet to be understood. The overall aim of this study was to characterize the parameters underpinning landslide occurrence in the Kigezi highlands. This information is important for predicting or identifying actual and potential landslide sites. This should inform policy, particularly in terms of developing early warning systems to landslide hazards in these highlands. The present study analysed the area’s topography, soil properties as well as land use and cover changes underpinning the spatialtemporal distribution of landslide occurrence in the region. The present study focussed on selected topographic parameters including slope gradient, profile curvature, Topographic Wetness Index (TWI), Stream Power Index (SPI), and Topographic Position Index (TPI). These factors were parameterized in the field and GIS environment using a 10 m Digital Elevation Model. Sixty five landslide features were surveyed and mapped. Soil properties were characterised in relation to slope position. Onsite soil property analysis was conducted within the landslide scars, auger holes and full profile representative sites. Furthermore, soil infiltration and strength tests, as well as clay mineralogy analyses were also conducted. An analysis of the spatial-temporal land use and cover changes was undertaken using satellite imagery spanning the period between 1985 and 2015. Landslides were noted to concentrate along topographic hollows in the landscape. The occurrence is dominant where slope gradient is between 25˚ and 35˚, profile curvature between 0.1 and 5, TWI between 8 and 18, SPI >10 and TPI between -1 and 1. Landslides are less pronounced on slope zones where slope gradient is <15˚ and >45˚, profile curvature <0, TWI <8 and >18, SPI <10 and TPI >1. Deep soil profiles ranging between 2.5 and 7 meters are a major characteristic of the study area. Soils are characterized by clay pans at a depth ranging between 0.75 and 3 meters within the profiles. The study area is dominated by clay texture, except for the uppermost surface horizons, which are loamy sand. All surface horizons analysed had the percentage of sand, silt and clay ranging from 33 to 55%, 22 to 40% and 10 to 30% respectively. In the deeper horizons, sand was observed to reduce drastically to less than 23%, while clay increased to greater than 50%. The clay content is very high in the deeper horizons exceeding 35%. By implication, such soils with a very high clay content and plasticity index are considered as Vertisols, with a profound influence in the occurrence of landslides. The top soil predominantly contains more quartz, while subsurface horizons have considerable amounts of illite/muscovite as the dominant clay minerals, ranging from 43% to 47 %. The liquid limit, plasticity index, computed weighted plasticity index (PIw), expansiveness (ɛex) and dispersion ranging from 50, 22, 17, 10 and 23 to 66, 44,34,54 and 64, respectively also have strong implications for landslide occurrence. Landslides are not normally experienced during or immediately after extreme rainfall events but occur later in the rainfall season. By implication, this time lag in landslide occurrence and rainfall distribution, is due to the initial infiltration through quartz dominated upper soil layers, before illite/muscovite clays in the lower soil horizons get saturated. Whereas forest cover reduced from 40 % in 1985 to 8% in 2015, cultivated land and settlements increased from 16% and 11% to 52% and 25% respectively during the same period. The distribution of cultivated land decreased in lower slope sections within gradient group < 15˚ by 59%. It however increased in upper sections within gradient cluster 25˚ to 35˚ by over 85% during the study period. There is a shift of cultivated land to the steeper sensitive upper slope elements associated with landslides in the study area. More than 50% of the landslides are occurring on cultivated land, 20% on settlements while less than 15 % and 10% are occurring on grassland and forests with degraded areas respectively. Landslides in Kigezi highlands are triggered by a complex interaction of multiple- factors, including dynamic triggers and ground condition variables. Topographic hollows are convergence zones within the landscape where all the parameters interact to cause landslides. Topographic hollows are therefore potential and actual landslide sites in the study area. Characterized by deep soil horizons with high clay content dominated by illite/muscovite minerals in the sub soils and profile concave forms with moderately steep slopes, topographic hollows are the most vulnerable slope elements to landslide occurrence. The spatial temporal patterns of landslide occurrence in the study area has changed due to increased cultivation of steep middle and upper slopes. Characterized by deep soil horizons with high clay content dominated by illite/muscovite minerals in the sub soils and profile concave forms with moderately steep slopes, topographic hollows are the most vulnerable slope elements to landslide occurrence. The spatial-temporal patterns of landslide occurrence in the study area has changed due to increased cultivation of steep middle and upper slopes. A close spatial and temporal correlation between land use/cover changes and landslide occurrence is discernible. The understanding of these topographical, pedological and land use/cover parameters and their influence on landslide occurrence is important in land management. It is now possible to identify and predict actual and potential landslide zones, and also demarcate safer zones for community activities. The information generated about the area’s topographic, pedological and land cover characteristics should help in vulnerability mitigation and enhance community resilience to landslide hazards in this fragile highland ecosystem. This can be done through designating zones for community activities while avoiding potential landslide zones. It is also recommended that, tree cover restoration be done in the highlands and the farmers encouraged to re-establish terrace farming while avoiding cultivation of sensitive steep middle and upper slope sections.
- Full Text:
- Date Issued: 2018
A critical analysis of disaster risk management in local governance with reference to Sarah Baartman District Municipality
- Authors: Oosthuizen, Rene Cheryl
- Date: 2018
- Subjects: Disaster relief -- Citizen participation , Risk management -- South Africa -- Eastern Cape Local government -- South Africa -- Eastern Cape -- Citizen participation Rural development projects -- South Africa -- Eastern Cape Community development -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/34487 , vital:33385
- Description: The devastation and destruction caused by natural and man-made disasters have become a global concern, particularly as such disasters affect the most vulnerable in society. The devastation they wreak frequently involves loss of lives and property. Globally, Disaster Management has moved in approach from reactive to proactive. Disaster management is now more than a field of study; it is the application of practices and principles which enable disasters to be managed both prior to and in the aftermath of their occurrence. Disaster risk management is the development approach to Disaster Management. The study addresses the integration of disaster risk management into integrated development planning at the local level in South Africa. The impact of disasters on social and economic development is of special interest. In many instances, resources that have been planned for development have to be diverted for response activities during disasters. Thus, development and disaster risk management are two sides of the same coin and should be dealt with in unison and not separately. There is also now widespread international acknowledgement for the idea of mainstreaming disaster risk management into development planning, particularly at the local level of government. The central argument of this study is that by integrating disaster risk management plans into integrated development plans at the local level, the risks faced by communities can be reduced. Risks can be even further reduced, and development enhanced when communities play an active role in disaster risk management. Within this context, the main objective of the study was to develop a model for integrating disaster risk management plans into integrated development plans at the local level. To achieve this key objective, the study used theoretical and empirical studies. The theoretical aspect focussed on international frameworks and national legislation for Disaster Management. Legislative requirements pertaining to the involvement of communities in integrated development planning were explored, as was the literature on asset-based community development. Empirical research complimented the theoretical research through the use of qualitative methods to collect data. This involved semi-structured interviews with eight government officials involved in provincial, district and municipal Disaster Management programmes, and focus group discussions with sixty ward committee members, so that community viewpoints would be included. The findings of the study reveal that the integration of disaster risk management plans into integrated development plans at the local level can greatly contribute towards reducing the risks faced by communities, especially high-risk communities. The study also revealed that by carefully considering and using community assets, local government could ameliorate the financial effects of Disaster Management and empower communities as first responders. The thesis gives an outline of a model that may be used by local government to integrate risks and community assets into an integrated development plan.
- Full Text:
- Date Issued: 2018
- Authors: Oosthuizen, Rene Cheryl
- Date: 2018
- Subjects: Disaster relief -- Citizen participation , Risk management -- South Africa -- Eastern Cape Local government -- South Africa -- Eastern Cape -- Citizen participation Rural development projects -- South Africa -- Eastern Cape Community development -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/34487 , vital:33385
- Description: The devastation and destruction caused by natural and man-made disasters have become a global concern, particularly as such disasters affect the most vulnerable in society. The devastation they wreak frequently involves loss of lives and property. Globally, Disaster Management has moved in approach from reactive to proactive. Disaster management is now more than a field of study; it is the application of practices and principles which enable disasters to be managed both prior to and in the aftermath of their occurrence. Disaster risk management is the development approach to Disaster Management. The study addresses the integration of disaster risk management into integrated development planning at the local level in South Africa. The impact of disasters on social and economic development is of special interest. In many instances, resources that have been planned for development have to be diverted for response activities during disasters. Thus, development and disaster risk management are two sides of the same coin and should be dealt with in unison and not separately. There is also now widespread international acknowledgement for the idea of mainstreaming disaster risk management into development planning, particularly at the local level of government. The central argument of this study is that by integrating disaster risk management plans into integrated development plans at the local level, the risks faced by communities can be reduced. Risks can be even further reduced, and development enhanced when communities play an active role in disaster risk management. Within this context, the main objective of the study was to develop a model for integrating disaster risk management plans into integrated development plans at the local level. To achieve this key objective, the study used theoretical and empirical studies. The theoretical aspect focussed on international frameworks and national legislation for Disaster Management. Legislative requirements pertaining to the involvement of communities in integrated development planning were explored, as was the literature on asset-based community development. Empirical research complimented the theoretical research through the use of qualitative methods to collect data. This involved semi-structured interviews with eight government officials involved in provincial, district and municipal Disaster Management programmes, and focus group discussions with sixty ward committee members, so that community viewpoints would be included. The findings of the study reveal that the integration of disaster risk management plans into integrated development plans at the local level can greatly contribute towards reducing the risks faced by communities, especially high-risk communities. The study also revealed that by carefully considering and using community assets, local government could ameliorate the financial effects of Disaster Management and empower communities as first responders. The thesis gives an outline of a model that may be used by local government to integrate risks and community assets into an integrated development plan.
- Full Text:
- Date Issued: 2018
A critical analysis of organisational justice in the South African financial service industry
- Authors: Mrwebi, Viwe
- Date: 2018
- Subjects: Organizational behavior , Financial services industry -- South Africa -- Management Intrinsic motivation Employee retention Labor turnover
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/33065 , vital:32513
- Description: Organisational justice has captured the interest of scholars in recent years since it is associated with the perceptions and reactions of an individual, to the presence of fairness in an organisation. It thus captures what an individual feel or evaluates to be, morally correct rather than viewing it to be something prescriptive. This study was aimed at investigating the extent of organisational justice on organisational citizenship behaviour, ethical behaviour and employee retention in the South African financial services industry. A hypothetical model and measuring instrument was developed in order to investigate factors that may influence the organisational justice in the financial services industry. Six independent variables (trustworthiness of management, employee engagement, reward system, organisational transparency, two-way communication and organisational climate) were identified as variables that have the potential to influence organisational justice (mediating variable). It was also hypothesised that organisational justice) has the potential to affect the dependent variables (organisational citizenship behaviour, ethical behaviour and employee retention). Furthermore, nine null-hypotheses were developed to test the relationship between independent, mediating and dependent variables. All these variables were clearly defined and operationalised with various items that were obtained from other measuring instruments or self-developed items. A quantitative research approach followed. This study made use of the non-probability sampling technique, specifically convenient and judgemental sampling, as there is no data base of financial services firms available in South Africa. A purposive sample of 800 respondents was drawn from four provinces in South Africa. Factor and regression analyses were used to test the significance of the relationship between the various independent and dependent variables. The mediating variable of organisational justice was viewed by respondents as a two-dimensional construct, namely procedural-interactional justice and distributive justice. Consequently, intrinsic rewards, extrinsic rewards, organisational transparency and organisational climate were identified as independent variables that could have an impact on the procedural-interactional justice to predict organisational citizenship behaviour and reputable employee retention in the financial services industry. No relationships were identified between trustworthiness of management and employee engagement and procedural-interactional justice. The independent variables, trustworthiness of management, extrinsic rewards and organisational climate, could have an impact on distributive justice to predict organisational citizenship behaviour and reputable employee retention in the financial services industry. No relationships were identified between employee engagement, intrinsic rewards, organisational transparency and distributive justice. The findings of this study have contributed to the body of knowledge in the financial services literature in South Africa, by developing a theoretical model and a measuring instrument of organisational justice in the financial services industry. The antecedents of organisational justice in the financial services industry are not well documented in literature and findings of this study could thus contribute towards closing this gap in literature. The findings of this study could also inform policy formulation to assist with the implementation of organisational justice programmes in the financial services industry. This study provided useful and very practical guidelines to organisations in order to ensure the effective strategising and management of OJ that could enhance their local and global competitiveness and long-term survival.
- Full Text:
- Date Issued: 2018
- Authors: Mrwebi, Viwe
- Date: 2018
- Subjects: Organizational behavior , Financial services industry -- South Africa -- Management Intrinsic motivation Employee retention Labor turnover
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/33065 , vital:32513
- Description: Organisational justice has captured the interest of scholars in recent years since it is associated with the perceptions and reactions of an individual, to the presence of fairness in an organisation. It thus captures what an individual feel or evaluates to be, morally correct rather than viewing it to be something prescriptive. This study was aimed at investigating the extent of organisational justice on organisational citizenship behaviour, ethical behaviour and employee retention in the South African financial services industry. A hypothetical model and measuring instrument was developed in order to investigate factors that may influence the organisational justice in the financial services industry. Six independent variables (trustworthiness of management, employee engagement, reward system, organisational transparency, two-way communication and organisational climate) were identified as variables that have the potential to influence organisational justice (mediating variable). It was also hypothesised that organisational justice) has the potential to affect the dependent variables (organisational citizenship behaviour, ethical behaviour and employee retention). Furthermore, nine null-hypotheses were developed to test the relationship between independent, mediating and dependent variables. All these variables were clearly defined and operationalised with various items that were obtained from other measuring instruments or self-developed items. A quantitative research approach followed. This study made use of the non-probability sampling technique, specifically convenient and judgemental sampling, as there is no data base of financial services firms available in South Africa. A purposive sample of 800 respondents was drawn from four provinces in South Africa. Factor and regression analyses were used to test the significance of the relationship between the various independent and dependent variables. The mediating variable of organisational justice was viewed by respondents as a two-dimensional construct, namely procedural-interactional justice and distributive justice. Consequently, intrinsic rewards, extrinsic rewards, organisational transparency and organisational climate were identified as independent variables that could have an impact on the procedural-interactional justice to predict organisational citizenship behaviour and reputable employee retention in the financial services industry. No relationships were identified between trustworthiness of management and employee engagement and procedural-interactional justice. The independent variables, trustworthiness of management, extrinsic rewards and organisational climate, could have an impact on distributive justice to predict organisational citizenship behaviour and reputable employee retention in the financial services industry. No relationships were identified between employee engagement, intrinsic rewards, organisational transparency and distributive justice. The findings of this study have contributed to the body of knowledge in the financial services literature in South Africa, by developing a theoretical model and a measuring instrument of organisational justice in the financial services industry. The antecedents of organisational justice in the financial services industry are not well documented in literature and findings of this study could thus contribute towards closing this gap in literature. The findings of this study could also inform policy formulation to assist with the implementation of organisational justice programmes in the financial services industry. This study provided useful and very practical guidelines to organisations in order to ensure the effective strategising and management of OJ that could enhance their local and global competitiveness and long-term survival.
- Full Text:
- Date Issued: 2018
A critical analysis of the establishment, conceptualisation, design and curriculum component selection of Master of Education programmes at selected Tanzanian universities
- Authors: Ramadhan, Maryam Khamis
- Date: 2018
- Subjects: Master of education degree Tanzania , Universities and colleges Curricula Tanzania , Universities and colleges Evaluation , Teacher effectiveness Tanzania , Master of education degree , Educational change Tanzania , Secondary school teachers Tanzania , Pedagogical content knowledge Tanzania , Universities and colleges Administration , Critical realism
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62214 , vital:28139
- Description: There is a dearth of research on how the design and curriculum of a Master of Education (MEd) qualification for university-based teacher educators of prospective secondary school teachers may or may not contribute to the problem of poor secondary school learning outcomes in Tanzania. This qualitative study analyses the establishment, conceptualisation, design and curriculum components of selected MEd programmes with the purpose of identifying and explaining the conditions enabling and/or constraining the development of quality teacher educators. The research used a case study design to investigate how and why particular knowledge is privileged in two MEd programmes at two Tanzanian universities with a view to probing the relevance of the knowledge to teacher educators professional roles and practices. The study used critical realism as an under-labourer to investigate power structures and the generative and causal mechanisms underlying the two MEd programmes. The study draws on aspects of Bernstein’s theory as analytical tools to explain what emerges from the data. The data was collected from interviews, document analysis and observation, and analysed using thematic analysis, abductive and retroductive modes of inference. The research revealed and explains how underlying structural and agential mechanisms have shaped the establishment, conceptualisation and curriculum design of the two MEd programmes. The findings revealed a strong relationship between constraints, including the lack of appropriate MEd design team and the inadequacy of resources and facilities, and the quality of MEd graduates. Such constrains are possible mechanisms associated with the agential actions of the top administrators affect the relevance and appropriateness of the MEd curriculum components, the effective lecturers transmission and students acquisition of knowledge and skills. The research also explored how underlying mechanisms shaped the selection of course content and the privileging of certain types of teacher knowledge. These mechanisms include programme entry qualification, curriculum arrangement of core and elective courses, the lack of awareness of the knowledge and skills requisite for teacher educators’ specialisation, and the absence of recontextualisation principles to guide appropriate selection and recontextualisation of the relevant teacher educator’s courses. There is evidence that both MEd programmes have insufficient pedagogical knowledge and lack large components of academic content knowledge of teaching. An emphasis on individual disciplinary education courses with strong boundaries between modules and topics, aimed at developing specific education specialisations, results in teacher educator professional knowledge being less developed. Furthermore the accumulation and repetition of inappropriate knowledge has resulted in these programmes being weak regions for teacher educators’ professional fields of practice. This has implications for the quality of the secondary school teacher professional development courses on which these MEd graduates teach. It raises questions about the quality of the secondary school teachers being produced, and the extent to which this is contributing to the disappointing performance of Tanzanian schooling. The study generates insights into the mechanisms and conditions constraining the development of quality teacher educators. These conditions include the domination of higher education by customer demand, weak university regulatory systems, and the autonomy of university administration in terms of programme approval and other academic operations. Some administrators and lecturers showed an understanding of what would enable quality teacher educator development in the MEd programme. The findings of the research may help to strengthen and enhance quality assurance in the Master of Education programmes for teacher educators in Tanzania in ways that help develop quality secondary school teachers and improve school learning outcomes.
- Full Text:
- Date Issued: 2018
- Authors: Ramadhan, Maryam Khamis
- Date: 2018
- Subjects: Master of education degree Tanzania , Universities and colleges Curricula Tanzania , Universities and colleges Evaluation , Teacher effectiveness Tanzania , Master of education degree , Educational change Tanzania , Secondary school teachers Tanzania , Pedagogical content knowledge Tanzania , Universities and colleges Administration , Critical realism
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62214 , vital:28139
- Description: There is a dearth of research on how the design and curriculum of a Master of Education (MEd) qualification for university-based teacher educators of prospective secondary school teachers may or may not contribute to the problem of poor secondary school learning outcomes in Tanzania. This qualitative study analyses the establishment, conceptualisation, design and curriculum components of selected MEd programmes with the purpose of identifying and explaining the conditions enabling and/or constraining the development of quality teacher educators. The research used a case study design to investigate how and why particular knowledge is privileged in two MEd programmes at two Tanzanian universities with a view to probing the relevance of the knowledge to teacher educators professional roles and practices. The study used critical realism as an under-labourer to investigate power structures and the generative and causal mechanisms underlying the two MEd programmes. The study draws on aspects of Bernstein’s theory as analytical tools to explain what emerges from the data. The data was collected from interviews, document analysis and observation, and analysed using thematic analysis, abductive and retroductive modes of inference. The research revealed and explains how underlying structural and agential mechanisms have shaped the establishment, conceptualisation and curriculum design of the two MEd programmes. The findings revealed a strong relationship between constraints, including the lack of appropriate MEd design team and the inadequacy of resources and facilities, and the quality of MEd graduates. Such constrains are possible mechanisms associated with the agential actions of the top administrators affect the relevance and appropriateness of the MEd curriculum components, the effective lecturers transmission and students acquisition of knowledge and skills. The research also explored how underlying mechanisms shaped the selection of course content and the privileging of certain types of teacher knowledge. These mechanisms include programme entry qualification, curriculum arrangement of core and elective courses, the lack of awareness of the knowledge and skills requisite for teacher educators’ specialisation, and the absence of recontextualisation principles to guide appropriate selection and recontextualisation of the relevant teacher educator’s courses. There is evidence that both MEd programmes have insufficient pedagogical knowledge and lack large components of academic content knowledge of teaching. An emphasis on individual disciplinary education courses with strong boundaries between modules and topics, aimed at developing specific education specialisations, results in teacher educator professional knowledge being less developed. Furthermore the accumulation and repetition of inappropriate knowledge has resulted in these programmes being weak regions for teacher educators’ professional fields of practice. This has implications for the quality of the secondary school teacher professional development courses on which these MEd graduates teach. It raises questions about the quality of the secondary school teachers being produced, and the extent to which this is contributing to the disappointing performance of Tanzanian schooling. The study generates insights into the mechanisms and conditions constraining the development of quality teacher educators. These conditions include the domination of higher education by customer demand, weak university regulatory systems, and the autonomy of university administration in terms of programme approval and other academic operations. Some administrators and lecturers showed an understanding of what would enable quality teacher educator development in the MEd programme. The findings of the research may help to strengthen and enhance quality assurance in the Master of Education programmes for teacher educators in Tanzania in ways that help develop quality secondary school teachers and improve school learning outcomes.
- Full Text:
- Date Issued: 2018
A critical assessment of the performance management system and its effect on service delivery : a case study of the Eastern Cape Department of Education
- Authors: Nela, Nobelungu Diana
- Date: 2018
- Subjects: Performance--Management Performance standards--South Africa--Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Public Administration
- Identifier: http://hdl.handle.net/10353/15133 , vital:40189
- Description: The study focused on a critical assessment of the performance management system and its impact on service delivery: a case study of the Eastern Cape Department of Education, South Africa. Significantly poor performance by the department is also experienced in different areas of the establishment. The theory employed is the Balanced Score Card. A Balanced Score Card is a strategic performance management tool in the form of a semi-structured report supported by tested design methods and tools that can be used by managers to keep track of execution of activities by the staff within their control. The research approach that was used in the study was a mixed method, which is a combination of the quantitative and qualitative methods. Mixed method is chosen because of its strength of drawing on both qualitative and quantitative research and minimizing the limitations of both approaches. The data collected was categorised into themes and it is from these themes and / or patterns that the main findings of the research study were formulated for the qualitative part of the research study. Quantitative data was analysed using inferential statistics and the interview guide was transcribed. Analytic induction was used as a method to analyse qualitative data. For interview guide semi – structured interview guide was used to study principal’s views and for the inferential statistics. For quantitative aspect of the questionnaire data was analysed using descriptive and inferential statistics. Three instruments were employed to collect data in the study, the questionnaire, semi-structured interview and document analysis. The research showed that the training failed to teach what successful performance is, as expected, among others. The study also indicated that EMS PMDS is not assessing employees’ performance accurately. The results showed that no discussion on ways of improving performance is made where performance has not met minimum standards. The study recommends education and adequate training of departmental employees as well as monitoring and evaluation of the process.
- Full Text:
- Date Issued: 2018
- Authors: Nela, Nobelungu Diana
- Date: 2018
- Subjects: Performance--Management Performance standards--South Africa--Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Public Administration
- Identifier: http://hdl.handle.net/10353/15133 , vital:40189
- Description: The study focused on a critical assessment of the performance management system and its impact on service delivery: a case study of the Eastern Cape Department of Education, South Africa. Significantly poor performance by the department is also experienced in different areas of the establishment. The theory employed is the Balanced Score Card. A Balanced Score Card is a strategic performance management tool in the form of a semi-structured report supported by tested design methods and tools that can be used by managers to keep track of execution of activities by the staff within their control. The research approach that was used in the study was a mixed method, which is a combination of the quantitative and qualitative methods. Mixed method is chosen because of its strength of drawing on both qualitative and quantitative research and minimizing the limitations of both approaches. The data collected was categorised into themes and it is from these themes and / or patterns that the main findings of the research study were formulated for the qualitative part of the research study. Quantitative data was analysed using inferential statistics and the interview guide was transcribed. Analytic induction was used as a method to analyse qualitative data. For interview guide semi – structured interview guide was used to study principal’s views and for the inferential statistics. For quantitative aspect of the questionnaire data was analysed using descriptive and inferential statistics. Three instruments were employed to collect data in the study, the questionnaire, semi-structured interview and document analysis. The research showed that the training failed to teach what successful performance is, as expected, among others. The study also indicated that EMS PMDS is not assessing employees’ performance accurately. The results showed that no discussion on ways of improving performance is made where performance has not met minimum standards. The study recommends education and adequate training of departmental employees as well as monitoring and evaluation of the process.
- Full Text:
- Date Issued: 2018
A critique of language policy and implementation strategies used in selected institutions of higher learning in South Africa
- Authors: Somlata, Zakhile
- Date: 2018
- Subjects: Language policy South Africa , Translanguaging (Linguistics) , Language and education South Africa , Language and languages Study and teaching South Africa , Education, Higher South Africa , Multilingualism South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62571 , vital:28208
- Description: This thesis evaluated the language policy implementation strategies used in selected universities of South Africa. The Constitution of the Republic of South African (1996) recognises eleven official languages, namely: English, Afrikaans, isiNdebele, isiXhosa, isiZulu, Sesotho, Setswana, SiSwati, Sepedi, Tshivenda and Xitsonga. These official languages should enjoy the parity of esteem in all domains. The language practices are very important in the education of students at all levels of education but this study focuses on the language policy implementation in universities. Most universities of South Africa have their language policies but the dilemma is on the implementation of those language policies. The overarching aim of this study is to evaluate how university use language policy for access and success of the students and to assess the language policy implementation strategies, monitoring and evaluation. The language is central to the success of the students and this study further investigated to what extent are the universities use the linguistic repertoires of the students in their education. This study is rooted in orientations of language planning: Language as problem, language as right and language as resource (Ruiz, 1984). This thesis employed a mixed methods approach (qualitative and quantitative method) with convergent parallel design. The data was collected from eleven universities of South Africa and the participants in each university were the "Key informants" (experts and insiders) which comprised of member of Executive Management, a member of the Institutional Language Committee and a language lecturer; and a cohort of forty third year students. The Key informants participated in the qualitative data collection through the structured interviews. The forty third year students participated in the quantitative data collected through survey questionnaires. The language policy documents of the universities were also sampled to get a better understanding of the real language practices and the language policy. The thematic analysis was used to analyse transcripts that were developed from the interviews, data from the students was analysed through descriptive and inferential analyses with Statistical Package for the Social Sciences (SPSS) as a statistical test and document analysis was used to analyse the language policies; The findings show that universities have commitment to access of the students to institutions of Higher Education. The success of the students is being thwarted by the monolingual approach where most of the universities use English only as the medium of instruction. The monolingual approach negatively affects the academic success and excellent academic performance of the majority of students. The findings show that there is high demand from the students that the course materials should be provided in African languages. All selected universities have their language policy which is something positive but most of them are outdated because they need to be reviewed at least after five years. The findings demonstrate that most universities lack the language policy implementation plans. The nonexistence of the language policy implementation plan adversely affects the implementation of the language policy. The study recommends that universities should provide the learning resources in African languages to meet the demands of the students. To maximise the success, students should be examined in any official languages of the university. The language policy implementation plans should be developed urgently so as to improve language policy implementation in universities. , Le thesisi iphonononge iindlela zokusetyenziswa komgaqo-nkqubo wolwimi kwiiyunivesithi ezichongiweyo zaseMzantsi Afrika. Umgaqo-siseko waseMzantsi Afrika (1996) athathela ingqalelo iilwimi ezisemthethweni ezilishumi elinanye, isiNgesi, isiBhulu, isiNdebele, isiXhosa, isiZulu, Sesotho, Setswana, Sepedi, SiSwati, Tshivenda neXitsonga. Ezi lwimi zisemthethweni zifanele ukuba zisetyenziswe ngokulinganayo kuzo zonke iinkalo. Ukusetyenziswa kweelwimi kubalulekile kakhulu kwimfundo yabantwana kuwo onke amanqanaba emfundo kodwa olu phando lugxile ekusetyenzisweni komgaqo-nkqubo wolwimi kwiiyunivesithi. Uninzi lweeyunivesithi zinayo imigaqo-nkqubo yolwimi kodwa ingxaki isekusetyenzisweni kwaloo migaqo-nkqubo yolwimi. Ezona njongo zolu phando kukuphonononga ukuba iiyunivesithi ziyisebenzisa njani na imigaqo-nkqubo yolwimi ukuze abafundi bafikelele kwaye baphumelele ezifundweni kwakhona nokugocagoca izicwangciso zokusetyenziswa komgaqo-nkqubo wolwimi nokuhlola ukusebenza kwezo zicwangciso. Ulwimi ngundoqo kwimpumelelo yabafundi kwaye umyinge wokusetyenziswa kweelwimi zabafundi ekufundeni kwabo kuthe kwaphandwa. Esi sifundo sisekelwe kwiindlela zocwangciso-lwimi: Ulwimi njengengxaki, ulwimi njengelungelo nolwimi njengesixhobo (Ruiz, 1984). Le thesisi esebenzise indlela yophando entlantlu-mbini (eyobunjani neyobungakanani) kunye noyilo lwendibaniso kokunxuseneyo. Idatha yathi yaqokelelwa kwiiyunivesithi ezilishumi elinanye eMzantsi Afrika kwaye abathabathi nxaxheba babandakanya ilungu lesigqeba solawulo, ilungu lekomiti yeelwimi eyunivesithi nomhlohli wolwimi; kunye nabafundi abakunyaka wesithathu kwizifundo zabo kwiyunivesithi nganye. Idatha yaqokelelwa kubadlulisi-lwazi abaphambili beeyunivesithi ngodliwano-ndlebe oluqingqiweyo. Abafundi abalishumi elinesine bathi bathabathi inxaxheba kuqokelelo lwedatha ngokuthi bagcwalise uludwe lwemibuzo eyayicwangcisiwe. Umaxwebhu omgaqo-nkqubo wolwimi athi achongwa ukuze kubekho ukuqondakala phakathi kokusetyenziswa kolwimi kunye nokumgaqo-nkqubo wolwimi. Uhlalutyo ngokomxholo lwathi lwasetyenziswa ukuhlalutya ulwazi olwabhalwayo luvela kudliwano-ndlebe olwashicilelwayo, idatha eyayisuka kubafundi yathi yahlalutywa ngokusebenzisa uhlalutyo ngokwenkcazelo nangokuthelekelela kunye neStatistical Pakage for Social Sciences (SPSS) njengesixhobo senkcukacha-manani kwaye uhlalutyo loxwebhu lwathi lwasetyenziswa ukuhlalutya imigaqo-nkqubo yolwimi. Iziphumo zibonakalisa ukuba iiyunivesithi zizibophelele ekufikelelekeni kwabafundi kumaziko emfundo ephakamileyo. Impumelelo yabafundi ithi ithityazwe kukusetyenziswa kolwimi olunye apho uninzi lweeyunivesithi zisebenzisa isiNgesi kuphela njengolwimi lokufunda nokufundisa. Ukusetyenziswa kolwimi olunye kuthi kuchaphazela gwenxa impumelelo yabafundi nokuqhuba ngcono ezifundweni. Iziphumo zibonakalisa ukuba kukho imfuno emmandla kubafundi yokuba izixhobo zokufunda nokufundisa zifumaneke nangeelwimi zesiNtu. Inyathelo elihle lelokuba zonke iiyunivesithi ezichongiweyo zinayo imigaqo-nkqubo yolwimi kodwa imigaqo-nkqubo yolwimi emininzi midala kuba ifanelwe ukuba iphononongwe emva kweminyaka emihlanu ubuncinane. Iziphumo zibonakalisa ukuba iiyunivesithi azinazo izicwangciso zokusetyenziswa kwemigaqo-nkqubo yolwimi. Ukungabikho kwesicwangciso sokusetyenziswa komgaqo-nkqubo wolwimi kuchaphazela gwenxa ukusetyenziswa kwawo. Olu phando lundulula ukuba iiyunivesithi zifanele ukuba zibonelele ngezixhobo zokufunda nokufundisa ezingeelwimi zesiNtu ukukhawulelana neemfuno zabafundi. Ukwandisa impumelelo, abafundi kufanele ukuba bavavanywe ngalo naluphi na ulwimi olusemthethweni lweyunivesithi. Izicwangciso zokusetyenziswa komgaqo-nkqubo wolwimi zifanele ukuba ziveliswe njengenyewe engxamisekileyo ukuze kuphuculwe ukusetyenziswa kwemigaqo- nkqubo yolwimi kwiiyunivesithi.
- Full Text:
- Date Issued: 2018
- Authors: Somlata, Zakhile
- Date: 2018
- Subjects: Language policy South Africa , Translanguaging (Linguistics) , Language and education South Africa , Language and languages Study and teaching South Africa , Education, Higher South Africa , Multilingualism South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62571 , vital:28208
- Description: This thesis evaluated the language policy implementation strategies used in selected universities of South Africa. The Constitution of the Republic of South African (1996) recognises eleven official languages, namely: English, Afrikaans, isiNdebele, isiXhosa, isiZulu, Sesotho, Setswana, SiSwati, Sepedi, Tshivenda and Xitsonga. These official languages should enjoy the parity of esteem in all domains. The language practices are very important in the education of students at all levels of education but this study focuses on the language policy implementation in universities. Most universities of South Africa have their language policies but the dilemma is on the implementation of those language policies. The overarching aim of this study is to evaluate how university use language policy for access and success of the students and to assess the language policy implementation strategies, monitoring and evaluation. The language is central to the success of the students and this study further investigated to what extent are the universities use the linguistic repertoires of the students in their education. This study is rooted in orientations of language planning: Language as problem, language as right and language as resource (Ruiz, 1984). This thesis employed a mixed methods approach (qualitative and quantitative method) with convergent parallel design. The data was collected from eleven universities of South Africa and the participants in each university were the "Key informants" (experts and insiders) which comprised of member of Executive Management, a member of the Institutional Language Committee and a language lecturer; and a cohort of forty third year students. The Key informants participated in the qualitative data collection through the structured interviews. The forty third year students participated in the quantitative data collected through survey questionnaires. The language policy documents of the universities were also sampled to get a better understanding of the real language practices and the language policy. The thematic analysis was used to analyse transcripts that were developed from the interviews, data from the students was analysed through descriptive and inferential analyses with Statistical Package for the Social Sciences (SPSS) as a statistical test and document analysis was used to analyse the language policies; The findings show that universities have commitment to access of the students to institutions of Higher Education. The success of the students is being thwarted by the monolingual approach where most of the universities use English only as the medium of instruction. The monolingual approach negatively affects the academic success and excellent academic performance of the majority of students. The findings show that there is high demand from the students that the course materials should be provided in African languages. All selected universities have their language policy which is something positive but most of them are outdated because they need to be reviewed at least after five years. The findings demonstrate that most universities lack the language policy implementation plans. The nonexistence of the language policy implementation plan adversely affects the implementation of the language policy. The study recommends that universities should provide the learning resources in African languages to meet the demands of the students. To maximise the success, students should be examined in any official languages of the university. The language policy implementation plans should be developed urgently so as to improve language policy implementation in universities. , Le thesisi iphonononge iindlela zokusetyenziswa komgaqo-nkqubo wolwimi kwiiyunivesithi ezichongiweyo zaseMzantsi Afrika. Umgaqo-siseko waseMzantsi Afrika (1996) athathela ingqalelo iilwimi ezisemthethweni ezilishumi elinanye, isiNgesi, isiBhulu, isiNdebele, isiXhosa, isiZulu, Sesotho, Setswana, Sepedi, SiSwati, Tshivenda neXitsonga. Ezi lwimi zisemthethweni zifanele ukuba zisetyenziswe ngokulinganayo kuzo zonke iinkalo. Ukusetyenziswa kweelwimi kubalulekile kakhulu kwimfundo yabantwana kuwo onke amanqanaba emfundo kodwa olu phando lugxile ekusetyenzisweni komgaqo-nkqubo wolwimi kwiiyunivesithi. Uninzi lweeyunivesithi zinayo imigaqo-nkqubo yolwimi kodwa ingxaki isekusetyenzisweni kwaloo migaqo-nkqubo yolwimi. Ezona njongo zolu phando kukuphonononga ukuba iiyunivesithi ziyisebenzisa njani na imigaqo-nkqubo yolwimi ukuze abafundi bafikelele kwaye baphumelele ezifundweni kwakhona nokugocagoca izicwangciso zokusetyenziswa komgaqo-nkqubo wolwimi nokuhlola ukusebenza kwezo zicwangciso. Ulwimi ngundoqo kwimpumelelo yabafundi kwaye umyinge wokusetyenziswa kweelwimi zabafundi ekufundeni kwabo kuthe kwaphandwa. Esi sifundo sisekelwe kwiindlela zocwangciso-lwimi: Ulwimi njengengxaki, ulwimi njengelungelo nolwimi njengesixhobo (Ruiz, 1984). Le thesisi esebenzise indlela yophando entlantlu-mbini (eyobunjani neyobungakanani) kunye noyilo lwendibaniso kokunxuseneyo. Idatha yathi yaqokelelwa kwiiyunivesithi ezilishumi elinanye eMzantsi Afrika kwaye abathabathi nxaxheba babandakanya ilungu lesigqeba solawulo, ilungu lekomiti yeelwimi eyunivesithi nomhlohli wolwimi; kunye nabafundi abakunyaka wesithathu kwizifundo zabo kwiyunivesithi nganye. Idatha yaqokelelwa kubadlulisi-lwazi abaphambili beeyunivesithi ngodliwano-ndlebe oluqingqiweyo. Abafundi abalishumi elinesine bathi bathabathi inxaxheba kuqokelelo lwedatha ngokuthi bagcwalise uludwe lwemibuzo eyayicwangcisiwe. Umaxwebhu omgaqo-nkqubo wolwimi athi achongwa ukuze kubekho ukuqondakala phakathi kokusetyenziswa kolwimi kunye nokumgaqo-nkqubo wolwimi. Uhlalutyo ngokomxholo lwathi lwasetyenziswa ukuhlalutya ulwazi olwabhalwayo luvela kudliwano-ndlebe olwashicilelwayo, idatha eyayisuka kubafundi yathi yahlalutywa ngokusebenzisa uhlalutyo ngokwenkcazelo nangokuthelekelela kunye neStatistical Pakage for Social Sciences (SPSS) njengesixhobo senkcukacha-manani kwaye uhlalutyo loxwebhu lwathi lwasetyenziswa ukuhlalutya imigaqo-nkqubo yolwimi. Iziphumo zibonakalisa ukuba iiyunivesithi zizibophelele ekufikelelekeni kwabafundi kumaziko emfundo ephakamileyo. Impumelelo yabafundi ithi ithityazwe kukusetyenziswa kolwimi olunye apho uninzi lweeyunivesithi zisebenzisa isiNgesi kuphela njengolwimi lokufunda nokufundisa. Ukusetyenziswa kolwimi olunye kuthi kuchaphazela gwenxa impumelelo yabafundi nokuqhuba ngcono ezifundweni. Iziphumo zibonakalisa ukuba kukho imfuno emmandla kubafundi yokuba izixhobo zokufunda nokufundisa zifumaneke nangeelwimi zesiNtu. Inyathelo elihle lelokuba zonke iiyunivesithi ezichongiweyo zinayo imigaqo-nkqubo yolwimi kodwa imigaqo-nkqubo yolwimi emininzi midala kuba ifanelwe ukuba iphononongwe emva kweminyaka emihlanu ubuncinane. Iziphumo zibonakalisa ukuba iiyunivesithi azinazo izicwangciso zokusetyenziswa kwemigaqo-nkqubo yolwimi. Ukungabikho kwesicwangciso sokusetyenziswa komgaqo-nkqubo wolwimi kuchaphazela gwenxa ukusetyenziswa kwawo. Olu phando lundulula ukuba iiyunivesithi zifanele ukuba zibonelele ngezixhobo zokufunda nokufundisa ezingeelwimi zesiNtu ukukhawulelana neemfuno zabafundi. Ukwandisa impumelelo, abafundi kufanele ukuba bavavanywe ngalo naluphi na ulwimi olusemthethweni lweyunivesithi. Izicwangciso zokusetyenziswa komgaqo-nkqubo wolwimi zifanele ukuba ziveliswe njengenyewe engxamisekileyo ukuze kuphuculwe ukusetyenziswa kwemigaqo- nkqubo yolwimi kwiiyunivesithi.
- Full Text:
- Date Issued: 2018
A framework for designing ambient assisted living services for disabled individuals
- Authors: Kyazze, Michael
- Date: 2018
- Subjects: Assistive computer technology , Computers and people with disabilities Self-help devices for people with disabilities People with disabilities -- Means of communication -- Technological innovations Communication devices for people with disabilities
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/31240 , vital:31347
- Description: Physically disabled individuals face a number of challenges when carrying out their everyday activities such as moving around, communicating with others, and their personal care. One way of overcoming these challenges is by using personal assistants. An alternative is to enable independence through assistive technology. This research aimed to investigate how physically disabled individuals experience these challenges, and how assistive technology can enable them to be more independent. In order to achieve the goal of this research, existing literature was reviewed on disability, assisted living, and interaction techniques. The literature study on disability identified some of the challenges faced by disabled individuals in their daily lives. In order to contextualize these challenges, interview studies with eighteen disabled individuals, and twelve personal assistants were carried out in Kampala, Uganda and Port Elizabeth, South Africa. The participants from both Uganda and South Africa were limited to those living in urban areas. The Ugandan participants noted that, whereas technology may assist their daily lives, their most essential needs are basic disability support aids such as wheelchairs and better long canes. This was in contrast with the South African participants, who have access to basic disability support aids. The South African participants identified their key needs as controlling an electronic environment without assistance, e.g. house lights, using a mobile phone, and using a computer without assistance. The interviews narrowed down the scope to focus on individuals with quadriplegia, specifically individuals who have limited hand use, but can comfortably speak and move their heads, and make gestures such as head shake and nod. Literature on assisted living technologies and frameworks, provided the technical foundation for the research. The literature review of interaction techniques identified a number of possible ways in which individuals with quadriplegia can interact with technology. An appropriate set of interaction techniques, namely head shake and nod, voice, and facial feature tracking were identified. Evaluations of the interaction techniques excluded head shake and nod, because of an inconsistency in detecting an individual’s head pose in different lighting conditions, when using a Microsoft Kinect. Voice and facial feature tracking using a standard computer camera were identified as the most suitable interaction techniques for this study. A framework for designing assisted living software services was developed. The framework allows disability researchers and solution developers to understand the needs of a given disability group, and design relevant solutions. To demonstrate that the proposed framework iii | P a g e addresses the main aim of this research, a prototype was developed that enables users to control smart lights (Phillips hue), a Smart TV (Samsung), and carry out basic navigation and webbrowsing on a computer. Users could interact with the software using voice and facial feature commands. A usability study was carried out with fifteen physically disabled individuals in Port Elizabeth, South Africa. The results of the evaluation study were highly positive. The successful evaluation of the prototype provided empirical evidence that the proposed framework does assist in the design of relevant and useful software services, to meet the unique needs of physically disabled individuals.
- Full Text:
- Date Issued: 2018
- Authors: Kyazze, Michael
- Date: 2018
- Subjects: Assistive computer technology , Computers and people with disabilities Self-help devices for people with disabilities People with disabilities -- Means of communication -- Technological innovations Communication devices for people with disabilities
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/31240 , vital:31347
- Description: Physically disabled individuals face a number of challenges when carrying out their everyday activities such as moving around, communicating with others, and their personal care. One way of overcoming these challenges is by using personal assistants. An alternative is to enable independence through assistive technology. This research aimed to investigate how physically disabled individuals experience these challenges, and how assistive technology can enable them to be more independent. In order to achieve the goal of this research, existing literature was reviewed on disability, assisted living, and interaction techniques. The literature study on disability identified some of the challenges faced by disabled individuals in their daily lives. In order to contextualize these challenges, interview studies with eighteen disabled individuals, and twelve personal assistants were carried out in Kampala, Uganda and Port Elizabeth, South Africa. The participants from both Uganda and South Africa were limited to those living in urban areas. The Ugandan participants noted that, whereas technology may assist their daily lives, their most essential needs are basic disability support aids such as wheelchairs and better long canes. This was in contrast with the South African participants, who have access to basic disability support aids. The South African participants identified their key needs as controlling an electronic environment without assistance, e.g. house lights, using a mobile phone, and using a computer without assistance. The interviews narrowed down the scope to focus on individuals with quadriplegia, specifically individuals who have limited hand use, but can comfortably speak and move their heads, and make gestures such as head shake and nod. Literature on assisted living technologies and frameworks, provided the technical foundation for the research. The literature review of interaction techniques identified a number of possible ways in which individuals with quadriplegia can interact with technology. An appropriate set of interaction techniques, namely head shake and nod, voice, and facial feature tracking were identified. Evaluations of the interaction techniques excluded head shake and nod, because of an inconsistency in detecting an individual’s head pose in different lighting conditions, when using a Microsoft Kinect. Voice and facial feature tracking using a standard computer camera were identified as the most suitable interaction techniques for this study. A framework for designing assisted living software services was developed. The framework allows disability researchers and solution developers to understand the needs of a given disability group, and design relevant solutions. To demonstrate that the proposed framework iii | P a g e addresses the main aim of this research, a prototype was developed that enables users to control smart lights (Phillips hue), a Smart TV (Samsung), and carry out basic navigation and webbrowsing on a computer. Users could interact with the software using voice and facial feature commands. A usability study was carried out with fifteen physically disabled individuals in Port Elizabeth, South Africa. The results of the evaluation study were highly positive. The successful evaluation of the prototype provided empirical evidence that the proposed framework does assist in the design of relevant and useful software services, to meet the unique needs of physically disabled individuals.
- Full Text:
- Date Issued: 2018
A framework for improving construction workers’ health and safety practices in Lagos, Nigeria
- Authors: Kukoyi, Patricia Omega
- Date: 2018
- Subjects: Construction industry -- Health aspects -- Lagos -- Nigeria , Industrial safety -- Lagos -- Nigeria Sustainable construction -- Lagos -- Nigeria
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/30962 , vital:31235
- Description: The construction sector is known for its poor health and safety (H&S) record. This situation contributes to the poor performance of construction projects and poor worker productivity. In view of this, the research was undertaken to improve workers’ H&S practices. This study determined how the systems thinking approach will mitigate unhealthy and unsafe construction practices in Lagos, Nigeria by developing interventions, and proposing a model for improved H&S practices. The study utilised a mixed research method approach. Both quantitative and qualitative methods were used specifically the concurrent embedded method to obtain and analyse the data. The sample size for the quantitative study was 375 respondents and a total of 40 respondents were engaged in the qualitative study. The sample consisted of designers, contractors, clients, quantity surveyors, project managers, construction managers, supervisors, and construction workers (masons, carpenters, painters, roofers, electricians) based in Lagos, Nigeria. The findings reveal that there is inadequate consideration for H&S during the procurement of construction projects. Furthermore, the absence of H&S regulations relating to the construction sector was observed. Unsafe practices at construction sites in Nigeria can be attributed to this discovery. The study reveals that the regulatory system, the organisation, the individual and the work environment all have an impact on H&S work practices. Although the contractors are mainly responsible for H&S at construction sites, other construction stakeholders (such as clients, consultants, etc.) influence H&S practices. The findings highlight the need for the adoption of a holistic approach to facilitate improvement in H&S practices on construction sites. The research has contributed to the body of knowledge by developing a framework for improving workers’ H&S performance on construction sites.
- Full Text:
- Date Issued: 2018
- Authors: Kukoyi, Patricia Omega
- Date: 2018
- Subjects: Construction industry -- Health aspects -- Lagos -- Nigeria , Industrial safety -- Lagos -- Nigeria Sustainable construction -- Lagos -- Nigeria
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/30962 , vital:31235
- Description: The construction sector is known for its poor health and safety (H&S) record. This situation contributes to the poor performance of construction projects and poor worker productivity. In view of this, the research was undertaken to improve workers’ H&S practices. This study determined how the systems thinking approach will mitigate unhealthy and unsafe construction practices in Lagos, Nigeria by developing interventions, and proposing a model for improved H&S practices. The study utilised a mixed research method approach. Both quantitative and qualitative methods were used specifically the concurrent embedded method to obtain and analyse the data. The sample size for the quantitative study was 375 respondents and a total of 40 respondents were engaged in the qualitative study. The sample consisted of designers, contractors, clients, quantity surveyors, project managers, construction managers, supervisors, and construction workers (masons, carpenters, painters, roofers, electricians) based in Lagos, Nigeria. The findings reveal that there is inadequate consideration for H&S during the procurement of construction projects. Furthermore, the absence of H&S regulations relating to the construction sector was observed. Unsafe practices at construction sites in Nigeria can be attributed to this discovery. The study reveals that the regulatory system, the organisation, the individual and the work environment all have an impact on H&S work practices. Although the contractors are mainly responsible for H&S at construction sites, other construction stakeholders (such as clients, consultants, etc.) influence H&S practices. The findings highlight the need for the adoption of a holistic approach to facilitate improvement in H&S practices on construction sites. The research has contributed to the body of knowledge by developing a framework for improving workers’ H&S performance on construction sites.
- Full Text:
- Date Issued: 2018
A longitudinal investigation into employability : student transition and experiences from tertiary education into the labour market
- Authors: Harry, Tinashe Timothy
- Date: 2018
- Subjects: Employability Graduate students Labor market
- Language: English
- Type: Thesis , Doctoral , DCom
- Identifier: http://hdl.handle.net/10353/11053 , vital:37015
- Description: Orientation: Several policies have been formulated by the government to redress the inequalities of apartheid. However, the policies have not yielded any positive results as many graduates from Historically Disadvantaged Institutes (HDIs) continue to struggle in the open labour market as compared to graduates from Historically Advantaged Institutes (HAIs). This has been mainly attributed to the legacy of apartheid in several previous studies. As a result, most of these previously disadvantaged individuals (mostly Black Africans) struggle to make the transition from higher education into the world of work. Research Purpose: This study thus explores the journeys of these Black African students from HDIs to understand the transition and experiences from tertiary education into the labour market. Further, the research sought to understand how these transitions and experiences manifest in a context of high unemployment. Finally, the resolution tactics used by students in such a context are given attention. Research approach, design and method: A longitudinal qualitative approach was deemed appropriate for the study as the aim was to understand the changes that occurred over time. The data was collected over a two-year period. A narrative inquiry was utilized as it allowed the participants to share their perceptions without limitations. A total of 30 participants partook in the study. The participants were selected using a purposive sampling to ensure the right participants were involved in the study. The main criteria for selection to participate was that the participants had to be enrolled with a HDI. Main findings: The narratives of the participants led to the formulation of six main themes that were regarded as affecting the transitions and experiences of the Black graduates from HDIs; namely, (1) socio-economic background, (2) education system, (3) labour market experiences, (4) geographical location, (5) social capital and (6) student resolutions to the challenges of employability. A previously disadvantaged background resulted in the participants being recipients of poor education quality, no social networks or information to navigate the labour market and limited access to the labour market due to secluded residential areas. Subsequently, most participants were unable to take responsibility of enhancing their own employability. Contribution: It is not the sole responsibility of the higher education institutes to produce employable graduates, but it's a process that should also involve government, students and employers. As long as the social inequality remains an issue in the country all the efforts to improve employability and transition into the open labour market will be in vain. Furthermore, employers must work together with higher education institutes by offering programs such as internships and career expos to enhance the employability of the graduates. A Graduate Transition Model (GTM) is suggested based on the findings of this research.
- Full Text:
- Date Issued: 2018
- Authors: Harry, Tinashe Timothy
- Date: 2018
- Subjects: Employability Graduate students Labor market
- Language: English
- Type: Thesis , Doctoral , DCom
- Identifier: http://hdl.handle.net/10353/11053 , vital:37015
- Description: Orientation: Several policies have been formulated by the government to redress the inequalities of apartheid. However, the policies have not yielded any positive results as many graduates from Historically Disadvantaged Institutes (HDIs) continue to struggle in the open labour market as compared to graduates from Historically Advantaged Institutes (HAIs). This has been mainly attributed to the legacy of apartheid in several previous studies. As a result, most of these previously disadvantaged individuals (mostly Black Africans) struggle to make the transition from higher education into the world of work. Research Purpose: This study thus explores the journeys of these Black African students from HDIs to understand the transition and experiences from tertiary education into the labour market. Further, the research sought to understand how these transitions and experiences manifest in a context of high unemployment. Finally, the resolution tactics used by students in such a context are given attention. Research approach, design and method: A longitudinal qualitative approach was deemed appropriate for the study as the aim was to understand the changes that occurred over time. The data was collected over a two-year period. A narrative inquiry was utilized as it allowed the participants to share their perceptions without limitations. A total of 30 participants partook in the study. The participants were selected using a purposive sampling to ensure the right participants were involved in the study. The main criteria for selection to participate was that the participants had to be enrolled with a HDI. Main findings: The narratives of the participants led to the formulation of six main themes that were regarded as affecting the transitions and experiences of the Black graduates from HDIs; namely, (1) socio-economic background, (2) education system, (3) labour market experiences, (4) geographical location, (5) social capital and (6) student resolutions to the challenges of employability. A previously disadvantaged background resulted in the participants being recipients of poor education quality, no social networks or information to navigate the labour market and limited access to the labour market due to secluded residential areas. Subsequently, most participants were unable to take responsibility of enhancing their own employability. Contribution: It is not the sole responsibility of the higher education institutes to produce employable graduates, but it's a process that should also involve government, students and employers. As long as the social inequality remains an issue in the country all the efforts to improve employability and transition into the open labour market will be in vain. Furthermore, employers must work together with higher education institutes by offering programs such as internships and career expos to enhance the employability of the graduates. A Graduate Transition Model (GTM) is suggested based on the findings of this research.
- Full Text:
- Date Issued: 2018
A model for retention-to-graduation of undergraduate nursing students at universities in the Eastern Cape Province, South Africa
- Authors: Nkutu, Nonyaniso Trustina
- Date: 2018
- Subjects: Universities and colleges--South Africa--Eastern Cape College students--South Africa--Eastern Cape Nursing students--South Africa--Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Nursing
- Identifier: http://hdl.handle.net/10353/15946 , vital:40566
- Description: The retention of nursing students in the undergraduate programme in universities is a global concern for the health care system, because of the low rate of nurse graduates. The strategies for retention for nursing students in undergraduate programmes in South African universities arguably have limited success in curbing failure to graduate. The failure to graduate rate of nursing students is a global phenomenon, where for example in 2009, the rate of failure to graduate in the United States of America was 30%. However, countries like Jamaica and Australia reported good retention rates through the use of various successful initiatives, such as student bursaries, student loans, scholarships and academic assistance. Previous studies in South Africa have showed that the incidence of nursing students’ failure to graduate rate is an ongoing challenge since the 1960s. Further, research has found that, despite the high annual enrolment of students into universities, only few nursing students graduate on time, while others fail to graduate. This phenomenon affects the rendering and quality of services to patients and clients in the health care facilities. When students fail to graduate from the programme, patients and clients get deprived of the services they would have got, had the students completed and graduated from the programme. On the other hand, the students themselves get frustrated due to the failure to complete the programme. Nursing Education Institutions (NEIs) also share in the disappointment and the loss of even one student who fails to graduate, because it is their obligation to graduate more nurses. Previous studies have sought to understand why students fail to complete their studies, and many factors have been identified. Therefore, there is need to further understand the factors associated with nursing student failure to complete their programme in different contexts such as South Africa. It is for this reason that the aim of this study was to develop a model for retention of nursing students in order to facilitate progression towards graduation in the undergraduate programme at the universities in the Eastern Cape Province of South Africa. The study endeavoured to answer the following research questions: What are the factors associated with retention-to-graduation of nursing students from the undergraduate nursing programme in the Eastern Cape Province, South Africa? What are the strategies to enhance retention to graduation of nursing students in universities in the Eastern Cape Province, South Africa? What conceptual framework can be developed for retention-to-graduation of nursing students from the undergraduate programme in the Eastern Cape Province, South Africa? What model could be developed for retention-to-graduation of nursing students from the undergraduate nursing programme in the Eastern Cape Province, South Africa? What guidelines should be formulated for the implementation of the model for retention-to-graduation of nursing students from the undergraduate nursing programme in the Eastern Cape Province, South Africa? To answer these questions, quantitative research approach with a descriptive, contextual and theory generation design was used. The study was conducted in four phases. Phase 1 used deductive concept identification to describe factors and strategies to enhance retention –to-graduation of nursing students in the undergraduate nursing programme. Phase 2 used inductive concept analysis for the development of a conceptual framework. In phase 3 reasoning strategies (inductive, deductive, derivation, synthesis and analysis) informed by data as well as the literature were used in order to generate a theory for model development. In phase 4, the guidelines for developing a preliminary model were formulated for theory implementation. The study setting was in the Eastern Cape universities, within faculties of Health Sciences. The researcher adapted Jeffreys’ Nursing Undergraduate Retention and Success (NURS) 2012 model as a data collecting instrument, which was pilot tested for reliability and validity. Permission to utilize the model was obtained. The targeted population was full time nursing students in the undergraduate nursing programme. A multistage stratified random sample from first year to fourth year level was used. The inclusion criterion was based on one being full time nursing student, aged between 18 and 50 years and from the Eastern Cape Province universities. Student nurses in colleges and part-time students were excluded from this study. The study adhered to research ethics and procedures by for example obtaining ethical clearance from the ethics committee of the University of Fort Hare and the other two selected universities. The ethical components were met: The Ethical clearance based on the following aspects: written consent to undertake the study; approval from the two of the selected universities; and permission to conduct a pilot study from the University of Fort Hare. Permission was also sought and obtained from Quality Assurance Unit in the Eastern Cape Province, in Bisho. The principle of beneficence; respect for human dignity; the right to self-determination based on the ethical principle of respect for persons; the principle of self-determination; the principle of justice, the right to fair treatment, the right to privacy, the right to informed consent were all considered. Data analysis was done through Statistical Analysis Systems (SAS) version 9.3 for quantitative data and Atlas Ti was used to analyse and quantify the open-ended section of the questionnaire. The results showed multidimensional factors associated with retention-to-graduation of the nursing students in the undergraduate programme. Strategies to enhance retention –to graduation were also indicated although there was no one perfect example since they were not evaluated for effectiveness. A retention-to-graduation model for nursing students in the undergraduate nursing programme was developed based on the results.
- Full Text:
- Date Issued: 2018
- Authors: Nkutu, Nonyaniso Trustina
- Date: 2018
- Subjects: Universities and colleges--South Africa--Eastern Cape College students--South Africa--Eastern Cape Nursing students--South Africa--Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Nursing
- Identifier: http://hdl.handle.net/10353/15946 , vital:40566
- Description: The retention of nursing students in the undergraduate programme in universities is a global concern for the health care system, because of the low rate of nurse graduates. The strategies for retention for nursing students in undergraduate programmes in South African universities arguably have limited success in curbing failure to graduate. The failure to graduate rate of nursing students is a global phenomenon, where for example in 2009, the rate of failure to graduate in the United States of America was 30%. However, countries like Jamaica and Australia reported good retention rates through the use of various successful initiatives, such as student bursaries, student loans, scholarships and academic assistance. Previous studies in South Africa have showed that the incidence of nursing students’ failure to graduate rate is an ongoing challenge since the 1960s. Further, research has found that, despite the high annual enrolment of students into universities, only few nursing students graduate on time, while others fail to graduate. This phenomenon affects the rendering and quality of services to patients and clients in the health care facilities. When students fail to graduate from the programme, patients and clients get deprived of the services they would have got, had the students completed and graduated from the programme. On the other hand, the students themselves get frustrated due to the failure to complete the programme. Nursing Education Institutions (NEIs) also share in the disappointment and the loss of even one student who fails to graduate, because it is their obligation to graduate more nurses. Previous studies have sought to understand why students fail to complete their studies, and many factors have been identified. Therefore, there is need to further understand the factors associated with nursing student failure to complete their programme in different contexts such as South Africa. It is for this reason that the aim of this study was to develop a model for retention of nursing students in order to facilitate progression towards graduation in the undergraduate programme at the universities in the Eastern Cape Province of South Africa. The study endeavoured to answer the following research questions: What are the factors associated with retention-to-graduation of nursing students from the undergraduate nursing programme in the Eastern Cape Province, South Africa? What are the strategies to enhance retention to graduation of nursing students in universities in the Eastern Cape Province, South Africa? What conceptual framework can be developed for retention-to-graduation of nursing students from the undergraduate programme in the Eastern Cape Province, South Africa? What model could be developed for retention-to-graduation of nursing students from the undergraduate nursing programme in the Eastern Cape Province, South Africa? What guidelines should be formulated for the implementation of the model for retention-to-graduation of nursing students from the undergraduate nursing programme in the Eastern Cape Province, South Africa? To answer these questions, quantitative research approach with a descriptive, contextual and theory generation design was used. The study was conducted in four phases. Phase 1 used deductive concept identification to describe factors and strategies to enhance retention –to-graduation of nursing students in the undergraduate nursing programme. Phase 2 used inductive concept analysis for the development of a conceptual framework. In phase 3 reasoning strategies (inductive, deductive, derivation, synthesis and analysis) informed by data as well as the literature were used in order to generate a theory for model development. In phase 4, the guidelines for developing a preliminary model were formulated for theory implementation. The study setting was in the Eastern Cape universities, within faculties of Health Sciences. The researcher adapted Jeffreys’ Nursing Undergraduate Retention and Success (NURS) 2012 model as a data collecting instrument, which was pilot tested for reliability and validity. Permission to utilize the model was obtained. The targeted population was full time nursing students in the undergraduate nursing programme. A multistage stratified random sample from first year to fourth year level was used. The inclusion criterion was based on one being full time nursing student, aged between 18 and 50 years and from the Eastern Cape Province universities. Student nurses in colleges and part-time students were excluded from this study. The study adhered to research ethics and procedures by for example obtaining ethical clearance from the ethics committee of the University of Fort Hare and the other two selected universities. The ethical components were met: The Ethical clearance based on the following aspects: written consent to undertake the study; approval from the two of the selected universities; and permission to conduct a pilot study from the University of Fort Hare. Permission was also sought and obtained from Quality Assurance Unit in the Eastern Cape Province, in Bisho. The principle of beneficence; respect for human dignity; the right to self-determination based on the ethical principle of respect for persons; the principle of self-determination; the principle of justice, the right to fair treatment, the right to privacy, the right to informed consent were all considered. Data analysis was done through Statistical Analysis Systems (SAS) version 9.3 for quantitative data and Atlas Ti was used to analyse and quantify the open-ended section of the questionnaire. The results showed multidimensional factors associated with retention-to-graduation of the nursing students in the undergraduate programme. Strategies to enhance retention –to graduation were also indicated although there was no one perfect example since they were not evaluated for effectiveness. A retention-to-graduation model for nursing students in the undergraduate nursing programme was developed based on the results.
- Full Text:
- Date Issued: 2018
A model of support for divorced professional nurses in the Eastern Cape, South Africa
- Authors: Murray, Daphne
- Date: 2018
- Subjects: Divorce counseling -- South Africa -- Eastern Cape Divorce -- Social aspects -- South Africa -- Eastern Cape Employees -- Counseling of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Nursing
- Identifier: http://hdl.handle.net/10353/10028 , vital:35293
- Description: The purpose of this research study was to develop a support model for divorced professional nurses in the health-care facilities of the Department of Health, Eastern Cape, with guidelines to operationalise the model. Divorce is a process with psychological as well as social implications, and with a series of economic causes it also has implications in terms of the society and culture in which individuals operate. The main causes for divorce are adultery and domestic violence, especially against women and children (Lurea, 2011:99). A need for support from managers in the health-care facilities of the Department of Health, Eastern Cape during the process of divorce was identified by divorced professional nurses, since a lack of support and all the negativity that encompasses divorce could lead to severe depression, which will later have a negative effect on work performance (Abdul Kadir & Bifulco, 2010:858). The literature in this field of study, along with experience, indicates that it is imperative for divorced professional nurses to be supported in the workplace to help them to cope emotionally with their work demands, as prescribed by the South African Nursing Council. An explorative, descriptive and contextual qualitative design with theory generation was used to achieve the purpose of the study. Snowball sampling was employed to select participants, namely divorced professional nurses who were unknown to the researcher. A sample of 21 divorced professional nurses who work in health-care facilities in the Buffalo City Metropolitan Municipality in the Eastern Cape participated in the study. Data was collected by means of individual face-face interviews with divorced professional nurses. The interviews continued until data saturation was reached. Field notes supplemented data that could not be portrayed by audio-taped interviews, such as non- verbal communication in observed interactions. Data analysis was done using Tesch’s approach to open coding in qualitative research. Themes, categories and sub-categories emerged from the data analysis and were fully discussed, becoming fundamental units in the development of the conceptual framework as well as in the model. The researcher did a thorough literature review to conceptualise the identified concepts on which the model was based. The description and evaluation of the model, along with guidelines to operationalise the model, were done in accordance with the method described by Chinn and Kramer (2011:197). The justification of the research, the limitations, and the recommendations for operationalisation of the model of support for divorced professional nurses working in the Buffalo City Metropolitan Municipality of the Department of Health, Eastern Cape Province, and South Africa were indicated accordingly.
- Full Text:
- Date Issued: 2018
- Authors: Murray, Daphne
- Date: 2018
- Subjects: Divorce counseling -- South Africa -- Eastern Cape Divorce -- Social aspects -- South Africa -- Eastern Cape Employees -- Counseling of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Nursing
- Identifier: http://hdl.handle.net/10353/10028 , vital:35293
- Description: The purpose of this research study was to develop a support model for divorced professional nurses in the health-care facilities of the Department of Health, Eastern Cape, with guidelines to operationalise the model. Divorce is a process with psychological as well as social implications, and with a series of economic causes it also has implications in terms of the society and culture in which individuals operate. The main causes for divorce are adultery and domestic violence, especially against women and children (Lurea, 2011:99). A need for support from managers in the health-care facilities of the Department of Health, Eastern Cape during the process of divorce was identified by divorced professional nurses, since a lack of support and all the negativity that encompasses divorce could lead to severe depression, which will later have a negative effect on work performance (Abdul Kadir & Bifulco, 2010:858). The literature in this field of study, along with experience, indicates that it is imperative for divorced professional nurses to be supported in the workplace to help them to cope emotionally with their work demands, as prescribed by the South African Nursing Council. An explorative, descriptive and contextual qualitative design with theory generation was used to achieve the purpose of the study. Snowball sampling was employed to select participants, namely divorced professional nurses who were unknown to the researcher. A sample of 21 divorced professional nurses who work in health-care facilities in the Buffalo City Metropolitan Municipality in the Eastern Cape participated in the study. Data was collected by means of individual face-face interviews with divorced professional nurses. The interviews continued until data saturation was reached. Field notes supplemented data that could not be portrayed by audio-taped interviews, such as non- verbal communication in observed interactions. Data analysis was done using Tesch’s approach to open coding in qualitative research. Themes, categories and sub-categories emerged from the data analysis and were fully discussed, becoming fundamental units in the development of the conceptual framework as well as in the model. The researcher did a thorough literature review to conceptualise the identified concepts on which the model was based. The description and evaluation of the model, along with guidelines to operationalise the model, were done in accordance with the method described by Chinn and Kramer (2011:197). The justification of the research, the limitations, and the recommendations for operationalisation of the model of support for divorced professional nurses working in the Buffalo City Metropolitan Municipality of the Department of Health, Eastern Cape Province, and South Africa were indicated accordingly.
- Full Text:
- Date Issued: 2018
A multi-stakeholder approach to productivity improvement in the South African construction industry
- Authors: Adebowale, Oluseyi Julius
- Date: 2018
- Subjects: Labor productivity , Construction industry -- Labor productivity Construction industry -- South Africa Construction industry -- Management
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/19597 , vital:28902
- Description: As poor productivity in construction continues to constitute a setback to projects’ success in different countries of the world, the situation in South African construction is no exception. Poor productivity on construction projects and its detrimental impact on project objectives have continually resonated for decades. As a result, several strategies, interventions, and measures that aimed at improving productivity in the construction sector have been proposed. Nevertheless, the phenomenon importunately creates a major challenge on construction projects, and by extension, the construction industry especially in developing countries. Even when construction management literature acknowledged the commonalities in productivity influences, the practice of addressing construction productivity influences as separate entities has gained much relevance over the years. Taking into perspective, the multidisciplinary and complexity inherent in construction, a systemic approach to addressing construction productivity influences is fast becoming essential. This study addressed productivity-influencing factors by considering factors that are related to rework, shortage of construction resources, constructability, political, socio-economic, working environment, welfare conditions, disputes, planning and training. Consequently, the interdependencies of the most significant productivity-influencing factors in South African construction was developed in the form of a qualitative model. The study adopts the underlying assumptions of the quantitative approach, but also accepts some qualitative data. With regards to the subject of enquiry, the paradigm of the research is positivism which consists of realists’ ontological prescriptions and objectivists’ epistemological prescriptions. Site engineers, site managers, and site supervisors working for cidb registered contractors in four South African provinces constitute the sample stratum. Statistical Package for the Social Sciences (SPSS) version 24 was used to analyse the data gathered from these project participants; both descriptive and inferential statistics were used. Descriptive statistics was used to summarise and describe the data obtained, while inferential statistics in the form of analysis of variance, T-test, and Tukey post hoc test were adopted. The study reported the most significant factors which negatively influence productivity on South African construction projects as inadequate workers’ skills, defective workmanship, the practice of awarding contracts to lowest bidders, political activities resulting in industrial action, inadequate contractors’ experience in project planning, payment delays by contractors, and corruption. Furthermore, it was found that contractors largely share similar perceptions regarding the factors that constrain productivity growth in South African construction. The approximate level of labour, material, and plant productivity on South African construction projects is 50.4%, 72.9%, and 62.0% respectively, while the approximate multifactor productivity was estimated as 61.8%. The study concluded that productivity has a considerable relationship with time and cost and a less potent relationship with quality. Based on the research findings, contractors’, consultants’, clients’ and government qualitative intervention models were proposed while recommendations towards improving South African construction productivity were made. The study recommended the reinvention of the apprentice training system to develop skills in construction, the involvement of stakeholders in improving workers’ skills, improved collaboration between the construction industry and higher institutions of learning regarding curricula development, adequate supervision of construction activities to mitigate the propagation of rework on construction projects, character in leadership, and integrity of project stakeholders.
- Full Text:
- Date Issued: 2018
- Authors: Adebowale, Oluseyi Julius
- Date: 2018
- Subjects: Labor productivity , Construction industry -- Labor productivity Construction industry -- South Africa Construction industry -- Management
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/19597 , vital:28902
- Description: As poor productivity in construction continues to constitute a setback to projects’ success in different countries of the world, the situation in South African construction is no exception. Poor productivity on construction projects and its detrimental impact on project objectives have continually resonated for decades. As a result, several strategies, interventions, and measures that aimed at improving productivity in the construction sector have been proposed. Nevertheless, the phenomenon importunately creates a major challenge on construction projects, and by extension, the construction industry especially in developing countries. Even when construction management literature acknowledged the commonalities in productivity influences, the practice of addressing construction productivity influences as separate entities has gained much relevance over the years. Taking into perspective, the multidisciplinary and complexity inherent in construction, a systemic approach to addressing construction productivity influences is fast becoming essential. This study addressed productivity-influencing factors by considering factors that are related to rework, shortage of construction resources, constructability, political, socio-economic, working environment, welfare conditions, disputes, planning and training. Consequently, the interdependencies of the most significant productivity-influencing factors in South African construction was developed in the form of a qualitative model. The study adopts the underlying assumptions of the quantitative approach, but also accepts some qualitative data. With regards to the subject of enquiry, the paradigm of the research is positivism which consists of realists’ ontological prescriptions and objectivists’ epistemological prescriptions. Site engineers, site managers, and site supervisors working for cidb registered contractors in four South African provinces constitute the sample stratum. Statistical Package for the Social Sciences (SPSS) version 24 was used to analyse the data gathered from these project participants; both descriptive and inferential statistics were used. Descriptive statistics was used to summarise and describe the data obtained, while inferential statistics in the form of analysis of variance, T-test, and Tukey post hoc test were adopted. The study reported the most significant factors which negatively influence productivity on South African construction projects as inadequate workers’ skills, defective workmanship, the practice of awarding contracts to lowest bidders, political activities resulting in industrial action, inadequate contractors’ experience in project planning, payment delays by contractors, and corruption. Furthermore, it was found that contractors largely share similar perceptions regarding the factors that constrain productivity growth in South African construction. The approximate level of labour, material, and plant productivity on South African construction projects is 50.4%, 72.9%, and 62.0% respectively, while the approximate multifactor productivity was estimated as 61.8%. The study concluded that productivity has a considerable relationship with time and cost and a less potent relationship with quality. Based on the research findings, contractors’, consultants’, clients’ and government qualitative intervention models were proposed while recommendations towards improving South African construction productivity were made. The study recommended the reinvention of the apprentice training system to develop skills in construction, the involvement of stakeholders in improving workers’ skills, improved collaboration between the construction industry and higher institutions of learning regarding curricula development, adequate supervision of construction activities to mitigate the propagation of rework on construction projects, character in leadership, and integrity of project stakeholders.
- Full Text:
- Date Issued: 2018
A performance metric system for the long-term sustainability of a multi-national enterprise
- Authors: Buyers, John Ian
- Date: 2018
- Subjects: nternational business enterprises , Business enterprises -- Finance Sales management Marketing -- Management
- Language: English
- Type: Thesis , Doctoral , DBA
- Identifier: http://hdl.handle.net/10948/23526 , vital:30575
- Description: The purpose of this Qualitative research was to determine the metrics required to define the Long-Term Sustainability of a Multinational Enterprise (MNE). The study investigated and analysed how the individual subsidiaries of a listed organisation interpreted LTS and what measurements (metrics) were the most important in supporting this long-term approach. The research analysed questionnaires administered to managers from different disciplines within the organisation. This process sought to accumulate a set of responses and through the statistical analysis of these responses, in particular, extensive qualitative research was used to find a common thread of relevant metrics, which can be used presently and in the future to determine LTS. The researcher reviewed models and the literature to establish a set of questions for the construction of individual questionnaires. This was based on current theory combined with institutional knowledge and experience. The questionnaires were designed to provoke responses from management of their view of the important contributors to LTS. The individual questionnaires (Annexures I to VIII) comprised a series of focused questions and multiple-choice answers based on either 5 or 10-point Likert scales and a few open-ended questions. The main respondents were VPs, MDs, OMs, Human Resource Managers, Financial Managers, and Sales and Marketing Managers of the subsidiaries within the MNE. These “At the heart of an excellent manufacturing business rests the efficiency of its operations, the commitment of the people who manufacture the products, the level of motivation of the workforce, the passion of its salesforce and the innovation shown by its engineers” respondents were all best suited to answer questions at the required level of expertise, when taking into consideration the LTS of the organisation. The data obtained from the research was used to devise suggested scorecards that may be used as guidelines for current and future initiatives when considering LTS. Qualitative research methods were used in this research as they seek understanding of “how things work in particular contexts”. This allows for the building of new theory and the conceptual advancements of knowledge, starting with very general concepts which, as the research progresses, change their definition (Brannen, 2016). In qualitative research, researchers use themselves as the instrument, attending to their own cultural assumptions as well as to the data. to achieve imaginative insights into the respondents’ social worlds. (McCracken, 1988). Concepts and categories are relevant to qualitative research. as quantitative research is an exercise in analytical induction.
- Full Text:
- Date Issued: 2018
- Authors: Buyers, John Ian
- Date: 2018
- Subjects: nternational business enterprises , Business enterprises -- Finance Sales management Marketing -- Management
- Language: English
- Type: Thesis , Doctoral , DBA
- Identifier: http://hdl.handle.net/10948/23526 , vital:30575
- Description: The purpose of this Qualitative research was to determine the metrics required to define the Long-Term Sustainability of a Multinational Enterprise (MNE). The study investigated and analysed how the individual subsidiaries of a listed organisation interpreted LTS and what measurements (metrics) were the most important in supporting this long-term approach. The research analysed questionnaires administered to managers from different disciplines within the organisation. This process sought to accumulate a set of responses and through the statistical analysis of these responses, in particular, extensive qualitative research was used to find a common thread of relevant metrics, which can be used presently and in the future to determine LTS. The researcher reviewed models and the literature to establish a set of questions for the construction of individual questionnaires. This was based on current theory combined with institutional knowledge and experience. The questionnaires were designed to provoke responses from management of their view of the important contributors to LTS. The individual questionnaires (Annexures I to VIII) comprised a series of focused questions and multiple-choice answers based on either 5 or 10-point Likert scales and a few open-ended questions. The main respondents were VPs, MDs, OMs, Human Resource Managers, Financial Managers, and Sales and Marketing Managers of the subsidiaries within the MNE. These “At the heart of an excellent manufacturing business rests the efficiency of its operations, the commitment of the people who manufacture the products, the level of motivation of the workforce, the passion of its salesforce and the innovation shown by its engineers” respondents were all best suited to answer questions at the required level of expertise, when taking into consideration the LTS of the organisation. The data obtained from the research was used to devise suggested scorecards that may be used as guidelines for current and future initiatives when considering LTS. Qualitative research methods were used in this research as they seek understanding of “how things work in particular contexts”. This allows for the building of new theory and the conceptual advancements of knowledge, starting with very general concepts which, as the research progresses, change their definition (Brannen, 2016). In qualitative research, researchers use themselves as the instrument, attending to their own cultural assumptions as well as to the data. to achieve imaginative insights into the respondents’ social worlds. (McCracken, 1988). Concepts and categories are relevant to qualitative research. as quantitative research is an exercise in analytical induction.
- Full Text:
- Date Issued: 2018
A programme of academic support for students at the public nursing college of the Eastern Cape Province in South Africa
- Senti, Nomandithini Innocent
- Authors: Senti, Nomandithini Innocent
- Date: 2018
- Subjects: Nursing -- Study and teaching Nursing -- Study and teaching -- Simulation methods
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/10997 , vital:36128
- Description: A comprehensive academic support at the public nursing college is important. Despite this, there is no such support in public nursing colleges in the Eastern Cape Province of South Africa. The aim of the study was to develop an academic support programme for students in order to improve their success in Higher Education. The study endeavoured to answer the following questions: What are the academic support needs of students at the public nursing college in the Eastern Cape of South Africa? What conceptual framework can be developed for the academic support programme of students? What academic support programme can be developed for students at the public nursing college? What guidelines can be developed for implementation of academic support programme of students? The objectives were: to describe academic support needs of students at the public nursing college in the eastern Cape Province of South Africa; to develop a conceptual framework for the academic support programme for students at the public nursing college in the Eastern Cape of South Africa; to develop an academic support programme for students at the public nursing college in the Eastern Cape in south Africa and lastly to describe guidelines for implementation and evaluation of the academic support programme. The research design used in this study was quantitative, qualitative, descriptive, evaluative, and theory generation. The study was conducted according to four phases. Phase one focussed on academic supports needs of the student. Phase two focussed on development of conceptual framework for the students at the public nursing college in Eastern Cape Province. Phase three focussed on the development of the academic support programme for the students, whereas phase four focussed on description of guidelines for implementation and evaluation of the academic support programme. The population of the study consisted of students undergoing training in a four-year programme at the Public Nursing College. The target population was the students in the same programme from level one to level four of training. The sampling technique used was a probability sampling with multi-stage and cluster sampling techniques being utilized. The total sample was n=333 participants. A quantitative self-developed questionnaire was used to collect empirical data. The questionnaire consisted of eight sections. Descriptive data was analysed using Statistic Package of Social Sciences (SPSS) version 24. Exploratory factor analysis was conducted on the descriptive data collected in phase one. Concept analysis and identification were done through the utilisation of exploratory factor analysis. The conceptual framework for the academic support programme was identified through the analysed factors. Fifteen factors were derived from the descriptive data. The conceptual framework of the academic support programme discussed in Chapter 5 was used also in the development of the academic support programme. It is in this chapter that assumptions, context, stakeholders, process, outcome, dynamics and, lastly, the recipient were discussed, along with a description of the programme. The programme was evaluated in accordance with the criteria for programme evaluation. The recommendations brought forward for the academic support programme were: The guidelines have to be tested for the implementation of the programme; benchmarking should be done to compare with other institutions of higher learning regarding their academic support programmes; an academic brochure regarding academic support must be available in the college and should be given to students on arrival as part of a package; and neutral researcher should conduct the same research in the same college.
- Full Text:
- Date Issued: 2018
- Authors: Senti, Nomandithini Innocent
- Date: 2018
- Subjects: Nursing -- Study and teaching Nursing -- Study and teaching -- Simulation methods
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/10997 , vital:36128
- Description: A comprehensive academic support at the public nursing college is important. Despite this, there is no such support in public nursing colleges in the Eastern Cape Province of South Africa. The aim of the study was to develop an academic support programme for students in order to improve their success in Higher Education. The study endeavoured to answer the following questions: What are the academic support needs of students at the public nursing college in the Eastern Cape of South Africa? What conceptual framework can be developed for the academic support programme of students? What academic support programme can be developed for students at the public nursing college? What guidelines can be developed for implementation of academic support programme of students? The objectives were: to describe academic support needs of students at the public nursing college in the eastern Cape Province of South Africa; to develop a conceptual framework for the academic support programme for students at the public nursing college in the Eastern Cape of South Africa; to develop an academic support programme for students at the public nursing college in the Eastern Cape in south Africa and lastly to describe guidelines for implementation and evaluation of the academic support programme. The research design used in this study was quantitative, qualitative, descriptive, evaluative, and theory generation. The study was conducted according to four phases. Phase one focussed on academic supports needs of the student. Phase two focussed on development of conceptual framework for the students at the public nursing college in Eastern Cape Province. Phase three focussed on the development of the academic support programme for the students, whereas phase four focussed on description of guidelines for implementation and evaluation of the academic support programme. The population of the study consisted of students undergoing training in a four-year programme at the Public Nursing College. The target population was the students in the same programme from level one to level four of training. The sampling technique used was a probability sampling with multi-stage and cluster sampling techniques being utilized. The total sample was n=333 participants. A quantitative self-developed questionnaire was used to collect empirical data. The questionnaire consisted of eight sections. Descriptive data was analysed using Statistic Package of Social Sciences (SPSS) version 24. Exploratory factor analysis was conducted on the descriptive data collected in phase one. Concept analysis and identification were done through the utilisation of exploratory factor analysis. The conceptual framework for the academic support programme was identified through the analysed factors. Fifteen factors were derived from the descriptive data. The conceptual framework of the academic support programme discussed in Chapter 5 was used also in the development of the academic support programme. It is in this chapter that assumptions, context, stakeholders, process, outcome, dynamics and, lastly, the recipient were discussed, along with a description of the programme. The programme was evaluated in accordance with the criteria for programme evaluation. The recommendations brought forward for the academic support programme were: The guidelines have to be tested for the implementation of the programme; benchmarking should be done to compare with other institutions of higher learning regarding their academic support programmes; an academic brochure regarding academic support must be available in the college and should be given to students on arrival as part of a package; and neutral researcher should conduct the same research in the same college.
- Full Text:
- Date Issued: 2018
A proposed sustainable funding framework for the public broadcaster in South Africa
- Authors: Nyembezi, Cydric Luvuyo
- Date: 2018
- Subjects: South African Broadcasting Corporation -- Finance , Finance, Public -- South Africa Sustainable development -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/34443 , vital:33379
- Description: Public service broadcasting in South Africa is the responsibility of the South African Broadcasting Corporation (SABC), which is the only national public service broadcaster mandated through the South African Broadcasting Act. Consequently, the SABC is meant to be a tool for information, entertainment and education that is accessible by all citizens, regardless of their social and economic status in the community. However, like all enterprises, the SABC requires a sustainable source of revenue to function effectively. It is of the utmost importance that the SABC has the necessary resources and stable source of revenue to fulfil its public service responsibilities, as a lack of proper resources and insufficient funds can hinder the provision of these services. The global economic crisis has put all public and private sector companies under financial pressure. The effect of this financial pressure was felt by the SABC and led to financial loss, subsequently posing a serious threat to the financial sustainability of the SABC. Given this situation, this study sought to develop a sustainable funding framework by identifying factors that influence the financial sustainability of the public broadcaster in South Africa and to provide alternative strategies for improving the financial sustainability of the public broadcaster in South Africa, which has thus far proved unsustainable and insecure. Past research has focused mainly on defining a public service broadcaster or a public mandate, or considered the future of public service broadcasters. In these past studies, researchers mostly debated the SABC funding challenges without attempting to develop a funding framework for the SABC. To achieve the objectives of this study a quantitative approach using a web-based distribution survey method was adopted to test the hypotheses. The participants were randomly selected in each provincial SABC office from the database of managers, unionised and non-unionised employees, as well as the database list of freelancers. A total of 432 participants, selected through a stratification sampling technique, were considered and 175 respondents completed the survey. However, after data clean-up only 168 respondents’ data was usable. Based on the analysis of various secondary sources, a theoretical framework regarding sustainable funding of the public broadcaster in South Africa was constructed. The proposed theoretical framework indicated that the intervening variable, which is sustainable funding, is possibly influenced by three independent variables namely, internal stakeholders, a competitive environment and the management of resources. The perceived outcomes (dependent variables) of a sustainably funded public broadcaster were identified as customer benefits and organisational performance. The computer programme STATISTICA was used for data analysis. Descriptive statistics was used to summarise the data of the respondents and allow easy interpretation by the researcher. Inferential statistical analysis was used to test for relationships between identified variables using a validity test, reliability test and correlation and regression analysis. The empirical results revealed that sustainable funding formed two separate intervening variables. These variables were renamed sustainable funding enabler and sustainable funding as part of management control. The dependent variable customer benefits and organisational performance also loaded onto a single factor and was renamed organisational outcomes. Given the results, it was determined that internal stakeholders, competitive environment and management of resources have a significant positive influence on the sustainable funding enabler for the public broadcaster. In turn, sustainable funding enabler had a significant positive influence on the organisational outcomes (customer benefits and performance). On the other hand, only the management of resources had a positive influence on sustainable funding as part of management control of the public broadcaster. Furthermore, sustainable funding as part of management control still had a significant positive influence on the organisational outcomes. The majority of the respondents agreed in their responses in relation to the variable items measuring sustainable funding as a part of management control and its influence to the organisational outcomes of the public broadcaster. In conclusion, sustainable funding of the public broadcaster is influenced by the identified variables, namely internal stakeholders, competitive environment and management of resources. In turn, sustainable funding has a positive influence on the organisational outcomes (customer benefits and performance). It is envisaged that the empirical evidence provided in this study will assist the SABC in understanding the factors influencing financial sustainability and thereby assist the organisation during strategy development and decision making. This study provides relevant and practical recommendations that will make the SABC financially sustainable. Finally, the objectives of this study were achieved and the research questions were answered. This study can also act as a foundation for other studies, thereby contributing to the body of knowledge.
- Full Text:
- Date Issued: 2018
- Authors: Nyembezi, Cydric Luvuyo
- Date: 2018
- Subjects: South African Broadcasting Corporation -- Finance , Finance, Public -- South Africa Sustainable development -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/34443 , vital:33379
- Description: Public service broadcasting in South Africa is the responsibility of the South African Broadcasting Corporation (SABC), which is the only national public service broadcaster mandated through the South African Broadcasting Act. Consequently, the SABC is meant to be a tool for information, entertainment and education that is accessible by all citizens, regardless of their social and economic status in the community. However, like all enterprises, the SABC requires a sustainable source of revenue to function effectively. It is of the utmost importance that the SABC has the necessary resources and stable source of revenue to fulfil its public service responsibilities, as a lack of proper resources and insufficient funds can hinder the provision of these services. The global economic crisis has put all public and private sector companies under financial pressure. The effect of this financial pressure was felt by the SABC and led to financial loss, subsequently posing a serious threat to the financial sustainability of the SABC. Given this situation, this study sought to develop a sustainable funding framework by identifying factors that influence the financial sustainability of the public broadcaster in South Africa and to provide alternative strategies for improving the financial sustainability of the public broadcaster in South Africa, which has thus far proved unsustainable and insecure. Past research has focused mainly on defining a public service broadcaster or a public mandate, or considered the future of public service broadcasters. In these past studies, researchers mostly debated the SABC funding challenges without attempting to develop a funding framework for the SABC. To achieve the objectives of this study a quantitative approach using a web-based distribution survey method was adopted to test the hypotheses. The participants were randomly selected in each provincial SABC office from the database of managers, unionised and non-unionised employees, as well as the database list of freelancers. A total of 432 participants, selected through a stratification sampling technique, were considered and 175 respondents completed the survey. However, after data clean-up only 168 respondents’ data was usable. Based on the analysis of various secondary sources, a theoretical framework regarding sustainable funding of the public broadcaster in South Africa was constructed. The proposed theoretical framework indicated that the intervening variable, which is sustainable funding, is possibly influenced by three independent variables namely, internal stakeholders, a competitive environment and the management of resources. The perceived outcomes (dependent variables) of a sustainably funded public broadcaster were identified as customer benefits and organisational performance. The computer programme STATISTICA was used for data analysis. Descriptive statistics was used to summarise the data of the respondents and allow easy interpretation by the researcher. Inferential statistical analysis was used to test for relationships between identified variables using a validity test, reliability test and correlation and regression analysis. The empirical results revealed that sustainable funding formed two separate intervening variables. These variables were renamed sustainable funding enabler and sustainable funding as part of management control. The dependent variable customer benefits and organisational performance also loaded onto a single factor and was renamed organisational outcomes. Given the results, it was determined that internal stakeholders, competitive environment and management of resources have a significant positive influence on the sustainable funding enabler for the public broadcaster. In turn, sustainable funding enabler had a significant positive influence on the organisational outcomes (customer benefits and performance). On the other hand, only the management of resources had a positive influence on sustainable funding as part of management control of the public broadcaster. Furthermore, sustainable funding as part of management control still had a significant positive influence on the organisational outcomes. The majority of the respondents agreed in their responses in relation to the variable items measuring sustainable funding as a part of management control and its influence to the organisational outcomes of the public broadcaster. In conclusion, sustainable funding of the public broadcaster is influenced by the identified variables, namely internal stakeholders, competitive environment and management of resources. In turn, sustainable funding has a positive influence on the organisational outcomes (customer benefits and performance). It is envisaged that the empirical evidence provided in this study will assist the SABC in understanding the factors influencing financial sustainability and thereby assist the organisation during strategy development and decision making. This study provides relevant and practical recommendations that will make the SABC financially sustainable. Finally, the objectives of this study were achieved and the research questions were answered. This study can also act as a foundation for other studies, thereby contributing to the body of knowledge.
- Full Text:
- Date Issued: 2018
A psychobiographical study of Temple Grandin
- Authors: Wannenburg, Nicola
- Date: 2018
- Subjects: Grandin, Temple , Psychology Biographical methods , Psychoanalysis , Autistic women United States Biography , Women animal specialists United States Biography , Developmental psychology , Erikson, Erik H (Erik Homburger), 1902-1994
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/57358 , vital:26877
- Description: Psychobiographical researchers methodically formulate life histories and interpret them by means of psychological theories. The research typically focuses on exemplary and completed lives. The cases that are studied are usually of individuals who are of particular interest to society as a result of excelling in their particular fields, be they to benefit or detriment of society. Temple Grandin was chosen for this study using purposive sampling as she meets the psychobiographical requirement of being an extraordinary individual. As an individual with autism Grandin faced many challenges growing up. Despite a difficult and absent beginning, Grandin developed into a stable and scientifically creative adult who contributes to society. She excels as an animal scientist and designer of humane livestock handling facilities and has an international reputation for her contribution to the livestock industry and animal welfare. The primary aim of this study is to describe and interpret the life of Temple Grandin through Erikson’s (1950/1973) theory of psychosocial development. A mixed method approach (Yin, 2006) was employed for the conduction of this study. The overarching data processing and analysis guidelines for this study were provided by Miles and Huberman (1994, 2002a, 2002b). The conduction of the processing and analysis of data was aided by Alexander’s (1988, 1990) method of asking the data questions as well as an integration of Yin’s (2014) time series analysis with Erikson’s (1950/1973) triple bookkeeping approach. This study contributes to the development of psychobiographical research in South Africa as well as to personality and developmental theory.
- Full Text:
- Date Issued: 2018
- Authors: Wannenburg, Nicola
- Date: 2018
- Subjects: Grandin, Temple , Psychology Biographical methods , Psychoanalysis , Autistic women United States Biography , Women animal specialists United States Biography , Developmental psychology , Erikson, Erik H (Erik Homburger), 1902-1994
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/57358 , vital:26877
- Description: Psychobiographical researchers methodically formulate life histories and interpret them by means of psychological theories. The research typically focuses on exemplary and completed lives. The cases that are studied are usually of individuals who are of particular interest to society as a result of excelling in their particular fields, be they to benefit or detriment of society. Temple Grandin was chosen for this study using purposive sampling as she meets the psychobiographical requirement of being an extraordinary individual. As an individual with autism Grandin faced many challenges growing up. Despite a difficult and absent beginning, Grandin developed into a stable and scientifically creative adult who contributes to society. She excels as an animal scientist and designer of humane livestock handling facilities and has an international reputation for her contribution to the livestock industry and animal welfare. The primary aim of this study is to describe and interpret the life of Temple Grandin through Erikson’s (1950/1973) theory of psychosocial development. A mixed method approach (Yin, 2006) was employed for the conduction of this study. The overarching data processing and analysis guidelines for this study were provided by Miles and Huberman (1994, 2002a, 2002b). The conduction of the processing and analysis of data was aided by Alexander’s (1988, 1990) method of asking the data questions as well as an integration of Yin’s (2014) time series analysis with Erikson’s (1950/1973) triple bookkeeping approach. This study contributes to the development of psychobiographical research in South Africa as well as to personality and developmental theory.
- Full Text:
- Date Issued: 2018
A qualitative assessment of the achievement of gender equality under education for all (EFA) goals : study of Lagos State, Nigeria
- Authors: Adeleke, Adawi Adeola
- Date: 2018
- Subjects: Sex discrimination in education -- Nigeria Sexism in education -- Nigeria Educational equalization -- Nigeria
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9500 , vital:34357
- Description: The importance of education cannot be overemphasized. Education has been identified as the most critical instrument for empowering individuals with the necessary knowledge and skills, which can give them access to productive employment. Also, the future of a country is based on the quality of education acquired by its citizens which helps in transforming it from pre-literate to contemporary nationhood. Many international treaties and initiatives in the world have made special provisions for education as a duty of every government which must be given to every citizen as of right, irrespective of gender or social class. Amongst these international initiatives is the Education for All (EFA) Goals, a time-bound global movement towards the provision of education for every one led by the United Nations Educational, Scientific and Cultural Organization (UNESCO). There are six goals in all. This study investigated one of the EFA goals, the goal 5. The aim of the study was a qualitative assessment of the achievement of gender equality goal under the Education for All (EFA) goals, a study of Lagos State, Nigeria. The theoretical framework of the study is informed by the Social Justice Theory and the Social Justice Praxis Theory. Scholarly works and literatures on girl-child education, gender and education, and gender balancing in education were reviewed. The study followed qualitative research approach which utilizes an interpretive research paradigm that provides a collective voice from the participants. The research area was purposively selected as Lagos State being a former capital of Nigeria and still the commercial nerve centre of the nation. Although it is the smallest state in Nigeria in term of size, it remains the most populous in the country with a projected population of 20,546,999 (13.5percent Nigeria’s total population). A sample of 16 participants were purposively selected because they were the officers directly in charge of the implementation government policies on education in the State. The data was collected through in-depth recorded interview sessions and secondary data were sourced through official documents downloaded online and from Lagos State Ministry of Education. Based on the thematic analysis of the data collected, the study found out that the State government had established policies and measures to provide qualitative education for all the citizens on a non-discriminatory basis. Thus, the goal of gender parity in terms of enrollment of boys and girls has been relatively achieved in the state. However, there were still some challenges of equality in the learning process and outcome. The study therefore recommends that schools should be made attractive and conducive as possible to assist the educational attainment of any student. This could be achieved by promoting positive values and attitudes towards education, all the stakeholders in the education sector must be involved in the business of running the school. There should also be a form of resourcing and expansion of the school facilities through the Public - Private Partnership in education.
- Full Text:
- Date Issued: 2018
- Authors: Adeleke, Adawi Adeola
- Date: 2018
- Subjects: Sex discrimination in education -- Nigeria Sexism in education -- Nigeria Educational equalization -- Nigeria
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9500 , vital:34357
- Description: The importance of education cannot be overemphasized. Education has been identified as the most critical instrument for empowering individuals with the necessary knowledge and skills, which can give them access to productive employment. Also, the future of a country is based on the quality of education acquired by its citizens which helps in transforming it from pre-literate to contemporary nationhood. Many international treaties and initiatives in the world have made special provisions for education as a duty of every government which must be given to every citizen as of right, irrespective of gender or social class. Amongst these international initiatives is the Education for All (EFA) Goals, a time-bound global movement towards the provision of education for every one led by the United Nations Educational, Scientific and Cultural Organization (UNESCO). There are six goals in all. This study investigated one of the EFA goals, the goal 5. The aim of the study was a qualitative assessment of the achievement of gender equality goal under the Education for All (EFA) goals, a study of Lagos State, Nigeria. The theoretical framework of the study is informed by the Social Justice Theory and the Social Justice Praxis Theory. Scholarly works and literatures on girl-child education, gender and education, and gender balancing in education were reviewed. The study followed qualitative research approach which utilizes an interpretive research paradigm that provides a collective voice from the participants. The research area was purposively selected as Lagos State being a former capital of Nigeria and still the commercial nerve centre of the nation. Although it is the smallest state in Nigeria in term of size, it remains the most populous in the country with a projected population of 20,546,999 (13.5percent Nigeria’s total population). A sample of 16 participants were purposively selected because they were the officers directly in charge of the implementation government policies on education in the State. The data was collected through in-depth recorded interview sessions and secondary data were sourced through official documents downloaded online and from Lagos State Ministry of Education. Based on the thematic analysis of the data collected, the study found out that the State government had established policies and measures to provide qualitative education for all the citizens on a non-discriminatory basis. Thus, the goal of gender parity in terms of enrollment of boys and girls has been relatively achieved in the state. However, there were still some challenges of equality in the learning process and outcome. The study therefore recommends that schools should be made attractive and conducive as possible to assist the educational attainment of any student. This could be achieved by promoting positive values and attitudes towards education, all the stakeholders in the education sector must be involved in the business of running the school. There should also be a form of resourcing and expansion of the school facilities through the Public - Private Partnership in education.
- Full Text:
- Date Issued: 2018
A review of Climate-Smart system innovations in two Agricultural Colleges in the North West Province of South Africa
- Authors: Van Staden, Wilma
- Date: 2018
- Subjects: Crops and climate South Africa North-West , Sustainable agriculture South Africa North-West , Agriculture Environmental aspects South Africa North-West , Agricultural colleges Curricula South Africa , Agricultural innovations , Agricultural ecology South Africa North-West
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63426 , vital:28410
- Description: This study was centred on the Agricultural Innovation System in the North West Province, South Africa as a response to climate change. The study developed during a time when Climate-Smart Agriculture emerged in policy and was developed as a strategic agricultural innovation process in response to changes in climate that increased food insecurity. The Agricultural Colleges embedded in the agricultural system realised that they were teaching students without a clear provision for climate change and therefore needed to initiate climate responsive innovations to comply with the Climate-Smart strategy that had been proposed by the provincial authorities. This provided the context for the study to track and support the innovation process of transitioning towards Climate-Smart responsive curriculum and learning practices within the system. A theoretical framework for the study was developed using a Cultural Historical Activity Theory perspective. This allowed the researcher to approach the research process as two case studies of innovation within the Agricultural Innovation System of the North West Province. The study developed as an iterative process of innovation support and tracking. At the early stages of the research process, data were generated through document analysis and a survey completed by the research participants at the preliminary consultative workshop. The contextual data allowed the researcher to begin to develop a clear contextual profile for both case studies. The consultative workshops were held to orientate the research around the central problems and challenges related to curriculum alignment with provincial Climate-Smart Agricultural policies. The methodology thereafter was developed as an iterative process of successive intervention-innovation workshops where the participating staff in each college reviewed their curriculum with the support of a Climate-Smart Innovation Tool. This tool was developed as a mediating resource for participants to undertake intervention work towards curriculum innovation in their context. The historical analysis from the two consultative workshops and the data derived from the initial use of the Climate-Smart Innovation Tool was used to model the activity systems in the respective colleges and the provincial system. This analysis enabled the researcher to scope how the system was currently functioning and how it had changed over time. During the workshops, curriculum innovations were reviewed and a fuller picture of the challenges of system innovation emerged, especially from a curriculum innovation vantage point. This system analysis was used to analyse emergent tensions and contradictions within the system and to build a picture of the complexities of participating staff initiating innovations towards Climate-Smart responsiveness in the colleges and within the Agricultural Innovation System. During the review and tracking of the supported innovation process the Climate-Smart Innovation Tool was developed into online sub-tools where either Departments or individual lecturers could review and track their own Climate-Smart responsiveness. The tool was shown to be a useful tool for surfacing contradictions, and identifying absences, and thus for charting out the start of reflexive learning and change processes needed for introducing climate responsive knowledge into the system. The study reveals that catalysing of curriculum and learning system innovation aligned with wider innovations in the agricultural innovation system requires specific tools, time and the understanding of the importance of micro-level innovation. The innovations within the system revealed the significance of allowing for time and processes that facilitate ‘ascending’ from the abstract concept of Climate-Smart Agriculture into more concrete curriculum processes. The curriculum review tool developed for this study served as an important double stimulation tool, along with activity system mapping, and ongoing refinement and clarification of the object of Climate-Smart Agriculture and associated contradictions and action plans for climate smart responsiveness in the college context. The tools and processes that were developed during this study, assisting in the emergence of micro-level innovation of the curriculum and learning system. The barriers and processes hampering curriculum and learning innovation within the system were identified. The study concludes with the recommendations on how a Climate-Smart innovation process might best be supported with reflexive tools within a curriculum and learning system during a time of institutional flux.
- Full Text:
- Date Issued: 2018
- Authors: Van Staden, Wilma
- Date: 2018
- Subjects: Crops and climate South Africa North-West , Sustainable agriculture South Africa North-West , Agriculture Environmental aspects South Africa North-West , Agricultural colleges Curricula South Africa , Agricultural innovations , Agricultural ecology South Africa North-West
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63426 , vital:28410
- Description: This study was centred on the Agricultural Innovation System in the North West Province, South Africa as a response to climate change. The study developed during a time when Climate-Smart Agriculture emerged in policy and was developed as a strategic agricultural innovation process in response to changes in climate that increased food insecurity. The Agricultural Colleges embedded in the agricultural system realised that they were teaching students without a clear provision for climate change and therefore needed to initiate climate responsive innovations to comply with the Climate-Smart strategy that had been proposed by the provincial authorities. This provided the context for the study to track and support the innovation process of transitioning towards Climate-Smart responsive curriculum and learning practices within the system. A theoretical framework for the study was developed using a Cultural Historical Activity Theory perspective. This allowed the researcher to approach the research process as two case studies of innovation within the Agricultural Innovation System of the North West Province. The study developed as an iterative process of innovation support and tracking. At the early stages of the research process, data were generated through document analysis and a survey completed by the research participants at the preliminary consultative workshop. The contextual data allowed the researcher to begin to develop a clear contextual profile for both case studies. The consultative workshops were held to orientate the research around the central problems and challenges related to curriculum alignment with provincial Climate-Smart Agricultural policies. The methodology thereafter was developed as an iterative process of successive intervention-innovation workshops where the participating staff in each college reviewed their curriculum with the support of a Climate-Smart Innovation Tool. This tool was developed as a mediating resource for participants to undertake intervention work towards curriculum innovation in their context. The historical analysis from the two consultative workshops and the data derived from the initial use of the Climate-Smart Innovation Tool was used to model the activity systems in the respective colleges and the provincial system. This analysis enabled the researcher to scope how the system was currently functioning and how it had changed over time. During the workshops, curriculum innovations were reviewed and a fuller picture of the challenges of system innovation emerged, especially from a curriculum innovation vantage point. This system analysis was used to analyse emergent tensions and contradictions within the system and to build a picture of the complexities of participating staff initiating innovations towards Climate-Smart responsiveness in the colleges and within the Agricultural Innovation System. During the review and tracking of the supported innovation process the Climate-Smart Innovation Tool was developed into online sub-tools where either Departments or individual lecturers could review and track their own Climate-Smart responsiveness. The tool was shown to be a useful tool for surfacing contradictions, and identifying absences, and thus for charting out the start of reflexive learning and change processes needed for introducing climate responsive knowledge into the system. The study reveals that catalysing of curriculum and learning system innovation aligned with wider innovations in the agricultural innovation system requires specific tools, time and the understanding of the importance of micro-level innovation. The innovations within the system revealed the significance of allowing for time and processes that facilitate ‘ascending’ from the abstract concept of Climate-Smart Agriculture into more concrete curriculum processes. The curriculum review tool developed for this study served as an important double stimulation tool, along with activity system mapping, and ongoing refinement and clarification of the object of Climate-Smart Agriculture and associated contradictions and action plans for climate smart responsiveness in the college context. The tools and processes that were developed during this study, assisting in the emergence of micro-level innovation of the curriculum and learning system. The barriers and processes hampering curriculum and learning innovation within the system were identified. The study concludes with the recommendations on how a Climate-Smart innovation process might best be supported with reflexive tools within a curriculum and learning system during a time of institutional flux.
- Full Text:
- Date Issued: 2018